Goal setting and performance in a co-ordination task: Mediating mechanisms

Smith, Matthew and Lee, Christina (1992) Goal setting and performance in a co-ordination task: Mediating mechanisms. Journal of Sport and Exercise Psychology, 14 2: 169-177.

Author Smith, Matthew
Lee, Christina
Title Goal setting and performance in a co-ordination task: Mediating mechanisms
Journal name Journal of Sport and Exercise Psychology   Check publisher's open access policy
ISSN 1557-251X
1612-197X
Publication date 1992-06
Sub-type Article (original research)
Volume 14
Issue 2
Start page 169
End page 177
Total pages 9
Place of publication Morgantown, WV, United States
Publisher Fitness Information Technology
Language eng
Abstract This study examined the facilitatory effect of goal setting in physical performance. Three potential mechanisms that may mediate this effect are described: increases in time spent practicing, promotion of effective training strategies, and increases in commitment resulting from public goal setting. Students (N=51) performed a novel task under one of three conditions: public goal setting, private goal setting, and no goal setting. Goals selected, time spent practicing, strategies used during practice, and actual performance were assessed. Subjects in the two goal-setting groups showed better performance than those in the control-group; those in the public goal-setting group spent the most time in practice, but this was not reflected in better performance. Test performance was predicted by baseline performance and by the goal set; practice time, training strategy, and public goal setting did not account for further variance in performance. Although this study failed to find a mediating effect for these three mechanisms, the results must be interpreted with caution.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collection: School of Psychology Publications
 
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Created: Tue, 22 Feb 2011, 15:53:32 EST by Christina Lee on behalf of School of Psychology