The Effects of Three Types of Goal Setting Conditions on Tennis Performance: A Field-Based Study

Boyce, B. Ann; Johnston, Thomas F.; Wayda, Valerie; Bunker, Linda K.; Eliot, John

doi:10.1123/jtpe.20.2.188

Cited by 27 publications

(32 citation statements)

References 22 publications

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“…Regarding personal goal setting, the present indings provide further support for goal setting theory (Locke & Latham, 1990 corroborating previous indings that goal setting leads to higher sport performance (Kyllo & Landers, 1995;Wanlin et al, 1997;Weinberg et al, 2005) and that this effect is not restricted to assigned goals, but can also be found for self-set goals (e.g., Boyce, Wayda, Johnston, Bunker, & Eliot, 2001;Ward & Carnes, 2002). Moreover, the present indings support claims from researchers working at integrating goal setting theory and achievement goal theory (Latham & Locke, 2007;Seijts et al, 2004) that achievement goals have only an indirect effect on performance and that the effect of achievement goals on performance is mediated by setting speciic goals.…”

Section: Discussionsupporting

confidence: 78%

Predicting Race Performance in Triathlon: The Role of Perfectionism, Achievement Goals, and Personal Goal Setting

Stoeber

Uphill

Hotham

2009

Journal of Sport and Exercise Psychology

135

112

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Please cite this publication as follows:Stoeber, J., Uphill, M. A. and Hotham, S. (2009) The question of how perfectionism affects performance is highly debated. Because empirical studies examining perfectionism and competitive sport performance are missing, the present research investigated how perfectionism affected race performance and what role athletes' goals played in this relationship in two prospective studies with competitive triathletes (Study 1: N = 112; Study 2: N = 321). Regression analyses showed that perfectionistic personal standards, high performance-approach goals, low performance-avoidance goals, and high personal goals predicted race performance beyond athletes' performance level. Moreover, the contrast between performance-avoidance and performance-approach goals mediated the relationship between perfectionistic personal standards and performance, whereas personal goal setting mediated the relationship between performance-approach goals and performance. The indings indicate that perfectionistic personal standards do not undermine competitive performance, but are associated with goals that help athletes achieve their best possible performance.

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Section: Discussionsupporting

confidence: 78%

Predicting Race Performance in Triathlon: The Role of Perfectionism, Achievement Goals, and Personal Goal Setting

Stoeber

Uphill

Hotham

2009

Journal of Sport and Exercise Psychology

135

112

View full text Add to dashboard Cite

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“…For example, Boyce (1990) showed the effects of instructorset specific goals versus "do your best" encouragement in rifle shooting in a college physical education class. She later replicated the study in a college tennis setting comparing "do your best" encouragement with self-set goals and instructor-set goals with the same results (Boyce, Wayda, Johnston, Bunker, & Eliot, 2001).…”

Section: Evidenced-based Goal-setting Principlesmentioning

confidence: 79%

Behavioral Sport Psychology

Luiselli¹,

Reed²

2011

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except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights.Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) v vi Preface criteria when selecting chapters for the book. First, our objective was to assemble chapters authored by recognized experts in sport psychology and performance management. We also wanted chapters to reflect the most contemporary clinical and experimental findings. Most important, the chapters contain many recommendations for improving behavioral sport psychology applications, advancing research, and refining the performance of youth, amateur, and elite athletes. A book of this type cannot cover every relevant topic, but hopefully, we have addressed many of the dominant areas that make up the sport psychology landscape.We are, first and foremost, clinical psychologists, but also avid sport enthusiasts. Dr. Luiselli acknowledges the many coaches who shaped his athletic pursuits in middle school, high school, and college: James C. Murphy, Michael Donato, Richard Sterndale, Jerry Splaine, Louis Gnerre, Rocky Carzo, and Herb Erikson. My father, the late James "Jack the Barber" Luiselli, was my finest coach, always there in the stands, consistently positive, and helping me in ways he probably never realized -I am forever indebted to him. I thank my wife, Dr. Tracy Evans Luiselli, for enduring my tales of athletic conquests long gone and commiserating with me during Patriots, Celtics, Bruins, and Red Sox games. Our daughter, Gabrielle Luiselli, has given us so much pleasure watching her perform on the ice and landing those combination jumps. And to our son, Thomas Luiselli, your exploits on the hockey rink and the lacrosse field fill us with pride -you and your sister are true champions! Dr. Reed acknowledges his father, David Reed, for being a patient trainer, an understanding coach, and most importantly, an unconditional fan and supporter. I thank my mentors, Dr. Thomas Critchfield, Dr. Brian Martens, and my co-editor, Dr. James Luiselli, for supporting my efforts to study the behavioral processes underlying athletic performance. Finally, I thank my wife, Dr. Florence DiGennaro Reed, for humoring me when I claim that my playing of football video games is for the sake of science.

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“…Promoting skill mastery is important in helping students develop psychomotor skills. In addition, goal-directed practice with feedback enhances learning, and goal setting elicits a better response than suggesting to students that they simply focus on doing their best (Boyce et al, 2001). Establishing goals provides students with a clear objective toward which to focus their efforts.…”

Section: Discussionmentioning

confidence: 94%

“…These are goals that are specific, measurable, attainable, realistic and time related. One study indicated that instructor-set goals and student-set goals were superior to "doing one's best" on a tennis serve (Boyce, Johnston, Wayda, Bunker, & Eliot, 2001). According to energization theory, the goal must be attractive and not too easy or too difficult because the student may lose interest in pursuing the goal (Weinberg & Gould, 2011).…”

Section: The Principlesmentioning

confidence: 98%