Saeed Shokri; Mohammad Taghi Aghdasi; Behzad Behzadniaa
Abstract
Introduction: Goal setting as a cognitive intervention enhances performance. However, self-controlled goal setting during the learning process has not been investigated. Therefore, this study aimed to investigate the effect of self-controlled and coach-controlled performance goal setting on soccer passing ...
Read More
Introduction: Goal setting as a cognitive intervention enhances performance. However, self-controlled goal setting during the learning process has not been investigated. Therefore, this study aimed to investigate the effect of self-controlled and coach-controlled performance goal setting on soccer passing learning, focusing on choice theory.Methods: The participants were 30 boys aged 18 to 28 years who did not participate in organized soccer training. First, the participants completed a pre-test and then participated in a quasi-experimental design and they were systematicallyassigned into one of three self-controlled performance goal setting, coachcontrolled performance goal setting, and control groups. After 15 training sessions,the acquisition test was taken immediately, and then after 72 hours, the retention and transfer tests were taken.Results: The results of the 2×3 (stage × group) analysis of variance showed that although the performance of the groups improved in the acquisition test, there was no significant difference between them. Also, one-way analysis of variance showed a difference between the groups in both retention and transfer phases and Tukey's post hoc test showed that both the self-controlled and coach-controlled goal-setting intervention groups performed better than the control group and the differences were significant.Conclusion: The findings of the research indicate that self-controlled and coachcontrolled performance goal-setting groups perform better than the control group and self-controlled goal-setting has more advantages than other groups. It is suggested to use a self-controlled goal-setting strategy in training protocol.
elham Khodadadi; ahmadreza Movahedi; hamid Salehi
Volume 3, Issue 2 , October 2012, , Pages 119-135
Abstract
The aim of the present study was to examine the effect of goal setting on learning volleyball serve in novice female university students. The study included 20 female students (aged between 20 and 22 who were not physical education students with no volleyball history) who were randomly assigned to a ...
Read More
The aim of the present study was to examine the effect of goal setting on learning volleyball serve in novice female university students. The study included 20 female students (aged between 20 and 22 who were not physical education students with no volleyball history) who were randomly assigned to a goal setting or no goal setting group (n1=n2=10) using pretest scores. No goal setting group was provided with feedback on their performance while goal setting group received goal setting programs as well as feedback on their performance in training sessions. In the determined training condition, the two groups performed the task for 11 sessions, 20 trials each session. Both groups performed a pretest before the training protocol, acquisition tests during all sessions, an immediate retention test immediately after the last exercise session, and a delayed retention test after 10 days after the immediate test. AAHPERD volleyball serve (1976) was used to test the performance of the participants. Analysis of variance (ANOVA) with repeated measures, independent and paired t tests as well as SPSS software (version 11.5) were used to analyze the data. Results showed no significant difference in the task acquisition between the groups while the goal setting group showed significantly better task performance in the immediate and delayed retention tests indicating that goal setting training condition was much more beneficial for volleyball serve learning than no goal setting training condition.
