High School Coaches’ Perceptions of the Process of Goal Setting

Abstract

The purpose of this investigation was to assess the perceptions of coaches regarding the process of goal setting using a qualitative methodology. Participants were eight male and six female high school coaches from Midwest United States representing both team and individual sports. Results revealed that coaches employed goal setting extensively for both individual and team goals in practice and competition. In addition, many interesting findings emerged including (a) coaches tended to set both long- and short-term goals; (b) coaches only inconsistently wrote down their goals; (c) goals were both dictated by coaches and set in collaboration with players; (d) the primary function of goals was to provide direction and focus; and (e) physical, psychological, and external barriers impeded goal attainment. These findings are discussed in relation to the current empirical/theoretical goal-setting literature and suggestions for best practice by sport psychology researchers are offered.

An interpretative phenomenological analysis of how professional dance teachers implement psychological skills training in practice

“…Through interviews with six dance teachers we gathered in-depth information about the subject and found that many psychological skills training techniques were used by all the teachers. Results revealed that all teachers used goal setting, which is an important precondition for an optimized performance (Finn 2008;Weinberg, Butt, and Knight 2001). The dance teachers set different types of goals, both long-and short-term, and evaluated the process as well as discussing the goals together with the students who were then encouraged to reflect on them.…”

A Qualitative Exploration of Psychological-Skills Use in Coaches

“…The findings for goal setting can be discussed in relation to the work of Weinberg et al (2001), although the types of coaches employed across the two studies were contrasting. In the current study, participants were required to discuss the goals that they set for themselves, which meant that there was a limited focus on teamor athlete-related goals.…”

“…In addition, despite none of the previous psychological skills having been considered from a coach perspective, goal setting has received some limited attention, albeit from a different type of coach from that explored in the current study. In their study of high school coaches' perceptions of goal setting, Weinberg, Butt, and Knight (2001) questioned coaches not only on the goals that they set for their teams and performers but also on the goals they set for themselves. The findings revealed that although the coaches set goals for themselves in both training and competition contexts, they more often had to do with the team rather than their own performance.…”

Use of Discretionary Protective Equipment in High School Athletes: Prevalence and Determinants

“…[26][27][28][29] (2) A coach's experience, qualification, and training creates a social environment that encourages equipment use. [30][31][32] In addition, athletes in a team with lower player/coach ratio would receive higher quality instructional and emotional support. 33,34 (3) Modeling of equipment by team members leads to more use.…”