Comparing the effects of goal type on performance and psychological outcomes in physical activity

Carter, E.E.; Hawkins, R.M.; Jackman, P.C.

Esther E. Carter ^*/**, Rebecca M. Hawkins ^* and Patricia C. Jackman ^*

^(*) School of Sport and Exercise Science, University of Lincoln, Brayford Pool, Lincoln, United Kingdom
^(**) Department of Sport, Health and Exercise Science, University of Hull, Cottingham Road, Hull, United Kingdom

Citation

Carter, E.E., Hawkins, R.M., Jackman, P.C. (2022). Comparing the effects of goal type on performance and psychological outcomes in physical activity. International Journal of Sport Psychology, 53(4), 303-325. doi:10.7352/IJSP.2022.53.303

Abstract

This study aimed to generate preliminary evidence on learning goals in physi- cal activity (PA) by comparing the performance and psychological effects of learning goals to SMART and open goals. Twenty-eight healthy adults (high PA level n = 14; moderate PA level n = 12; low PA level n = 2) completed a baseline 6-minute walk test (6MWT), before completing learning, open, and SMART goal conditions. Distance walked, affective valance, felt arousal, and perceived exertion were as- sessed during the tests. Perceived enjoyment, motivation, self-efficacy, mental fa- tigue, performance, goal achievability, future exercise goal intentions, and post-ex- ercise perceptions were reported afterwards. Qualitative data were generated on the learning goal used and reasons for goal preferences. Participants walked signifi- cantly further using a learning goal versus an open goal. SMART goals produced significantly lower perceived goal achievability and self-efficacy versus other condi- tions. Further research is needed to determine the utility of learning goals in PA

Keywords: Behaviour change, Goal setting, Exercise, Physical activity

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