Researched
and Composed by
Gabriel “Venom” Wilson, BSc. (Hons), CSCS
Abstract
Part 1 of this series discussed the
effects of performance, process, and outcome goals on various variables
in several applied settings. The purpose of this article was the
summarize the findings of article 1 and demonstrate how to properly
apply these goals in a training program.
Overview of Performance, Process, &
Outcome Goals
Before
discussing how to use goal setting, we need to review some terms from
the first article.
Performance,
Process, and Outcome Goals
Three types of goals Psychologists have focused particular attention to
are outcome, performance, and process goals.
Outcome goals,
also known as competitive or ego goals, focus on comparing
yourself to others, and defeating them. For example, focusing on out
performing someone in an event, or winning a bodybuilding competition.
These types of goals are in large part out of the control of the
individual, because athletes can not control how their competition
prepares for an event. For instance, the competition in a bodybuilding
contest may be well above expectations; and though an athlete showed up
in the best shape of their life, if they lose, they would still be
disappointed, because they lost.
Performance goals,
also known as mastery goals, focus on your overall performance
(self comparison). For example, improving your 1 repetition maximum
(1RM) on squats by 20 pounds, or losing 2 inches off your waist. Unlike
outcome goals, these types of goals do not involve comparison of
yourself with others, and therefore, are in your control.
Process goals
focus on improving form, strategy, and other processes an individual
must go through during a task to perform a skill successfully. For
example, focusing on keeping your back erect during dead lifts, or
recording your diet on a daily bases, and following certain guidelines
such as eating 2 tablespoons of
essential fatty acids
per day.
Practical Applications
Now that the
reader has a firm grasp on several important concepts, we can discuss
various practical applications, based on the research reported in
article 1.
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Performance
and outcome goals should be set prior to events. For example, before
actually working out or competing.
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An emphasis
should be placed on performance goals, as results clearly
demonstrate that they result in greater performance, among many
other important variables, when compared to outcome goals. However,
evidence suggests that having two goals—performance and outcome
goals—results in greater performance, and increases in other
measurements such as intrinsic motivation than having one goal
orientation. Therefore, the current author suggests that the athlete
should focus on a mastery goal orientation, and coaches should
foster a mastery oriented motivational climate. However, we should
not be dogmatic with these practices, and ignore outcome
goals. We should acknowledge outcome goals and reinforce them when
they are done. For example, athletes/coaches should acknowledge and
celebrate victories. Or in an academic setting, students/teachers
should acknowledge and celebrate high grades. This should optimize
incentive motivation, persistence, reinforcement opportunities,
intrinsic motivation, and performance.
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When working
out, practicing, or competing, the athlete should focus on process
goals. This will effectively allocate attention towards the task,
decrease various measures of anxiety, and enhance performance. So
instead of focusing on defeating someone on squats, or getting 10
reps on squats—both of which can enhance anxiety—the athlete should
just focus on the actual process of squatting when they are
squatting. This can be applied to any exercise. The point is, during
actual physical activities, you should focus your attention on the
process of the movement.
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For beginners,
focusing on key parts of the movement should facilitate learning of
skills, and future autonomousy. However, for advanced athletes, they
should set holistic process goals, which means goals based on the
entire movement, rather than breaking it up into parts. For
instance, someone squatting should not focus on keeping their back
straight, going down in 3 seconds, up in 2 seconds, and looking up,
etc. Instead, just focus on one holistic term such as being smooth
on your lifts. For other sports such as hockey, many of the skills
such as skating are automatic; by focusing on the process, the
player can focus their attention on the many cues in the
environment, such as opposing players. A good example of how to use
process goals as you proceed along the learning curve is
demonstrated in the following quote by a very successful pistol
shooter:
I would write what
I wanted to do and say to myself, ‘What am I going to do this training
session?’ I wouldn’t just get on the line and pump rounds down the
range, but would actually go to the line with an intent, a goal, even if
it was just to make sure everything was smooth. When I go to the line,
and set everything up, and take up the gun in my hand, I also mentally
go through my shot plan checklist before I shoot. This strategy started
out very mechanically, with a physical list of words which I have on the
shooting table and which I read exactly. These words represented every
single step involved in shooting a shot. Then, I reduced these to key
words so that I could go through the list faster. Finally, I didn’t need
the list anymore. I would usually write on word to emphasize what I
wanted such as, ‘trigger’ or ‘smooth’. Then this shot-plan rehearsal
became a mix of simple verbal reminders and images which I ran before
each shot (Orlick & Partington, 1988, pp. 111-112).
As you see, at
first, he was very mechanical and slow, and it took a great deal of
cognitive effort for him to shoot. However, as he progressed, he became
much more efficient, faster, and ‘automatic.’ Therefore, he only used
one process term such as ‘trigger’ or ‘smooth’ just to get him to focus
on the movement as a whole (not parts).
The main point is
that your attention should be focused on the task at hand. Any other
thought, such as saying you have to achieve 10 reps (a performance goal)
will decrease your concentration of the task at end, and potentially
elicit other adverse effects.
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Process goals
can also be highly beneficial before competitions. You can set
process goals for diet, training consistency, among other areas of
interest. The current author designed a process goal sheet for
dieting. This can be accessed by clicking
Here. The reader can easily adapt
such a sheet to various types of process goals. You could also use
that sheet to design performance and outcome goals.
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Knowlden
(2003) designed an incredible goal setting sheet here,
Muscle Mind Doctrine - Goal Sheets. The current author
highly advises applying it. Further, the reader will want to study
his goal setting article here,
Muscle Mind Doctrine - Theoretical Concepts of Strategization.
Both his articles and the current article are complimentary
with each other, and should be combined for optimal results.
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This can also
be applied to your spiritual life. A process goal sheet for
instance, would be excellent to use to increase your adherence of
reading the bible, praying more frequently, etc.
In conclusion,
outcome and performance goals should be emphasized before and after
exercise, with a greater emphasize on performance goals; while process
goals should be emphasized during exercise and before and after
exercise.
Keep it Hardcore,
Venom
Vice President of ABCbodybuilding.com
Venom@abcbodybuilding.com
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