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ACHPER (SA)
2014

Principle 2 - The Acquisition of Skills and the Biomechanics

of Movement

Key Concept 3 : The Effects of Psychology of

Learning on the Performance of Physical Skills
Goal-setting
Feedback, communication, and performance
Anxiety
Visualisation
Self-esteem
Arousal and performance
Models of coaching

ACHPER (SA)
2014

Australian Council for Health, Physical Education and Recreation, SA Branch Inc.
ACHPER (SA) 2014
Published June 2014
Publisher:
Australian Council for Health, Physical Education and Recreation, SA Branch Inc.
ACHPER (SA)
105 King William St
Kent Town SA 5067
Phone: +61 8 8363 5700
Email: info@achpersa.com.au
Website: www.achpersa.com.au
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Please note this information has been developed and edited by experienced Physical
Education teachers. Please let us know of any improvements or corrections. Any feedback
is welcomed to ACHPER (SA) on the details above. The content in this document is
designed to support the SACE Stage 2 Physical Education subject.

ACHPER (SA)
2014

Key Concept 3: The Specific

Physiological Factors Affecting
Performance
Sub-Concept 1 Goal Setting

ACHPER (SA)
2014

Goal setting

A goal is simply a target or focus

set by a skill learner or player to
aim for.

It gives them something to strive

for and provides a purpose for
why they undertake what they do
(training and practice).

Goal setting is a method or

technique used by the learner to
achieve the goal being pursued.

It enhances the learners

commitment to achieving the
goal.

Focuses the
learner's
attention on
what has to be
done

Provides the
learner with a
reason to put
in the effort
needed to
complete the
task
undertaken

Goal
Settin
g

Gives the
learner the
impetus for
persistence
and
perseverance

Provides
learners with
the challenge
of developing
strategies to
achieve goals

Goal setting affects performance

of the learner in 4 key ways (seen
in the diagram here)

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
Text Pages 52

ACHPER (SA)
2014

Goal setting

Different types of goals are used in relation to skill learning and execution.

Two key types are always dominant:

Task Goals
Set by the athlete or learner based
on their own level of performance
(standards) and the desire to
improve them
For example - A player wanting to
improve their skill level to play A
grade rather than B grade

Outcome Goals
Types
of
Goals

Set by the athlete or learner based on

competition with others or comparing
themselves against others
For example - A player wanting to make
the A grade so they can be picked for
the State team

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
Text Pages 52

ACHPER (SA)
2014

Goal setting
Experts believe task goals are more important than outcome goals because they:

Encourage mastery of the skill.

Encourage learners and performers to select realistic, semi-difficult tasks they can
handle.

Allow learners to rate or perceive their ability compared to what they can do more
aware of their abilities and capabilities promoting better self-confidence.

Leads to more persistence in difficult times.

Help people fear failure less.

Promote a greater work ethic.

Increase resilience when dealing with failure.

Task
Goals

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
Text Pages 53

ACHPER (SA)
2014

Goal setting
Number of key factors about goals and goal setting that need to be remembered when
using them successfully or meaningfully:

Goals should be:

Measureable

Realistic

Accepted by all those

setting them - coach,
team or athlete

Related to total
outcome of learning

Related to
performance

Developed to
maintain or improve
performance

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
Text Pages 53

ACHPER (SA)
2014

Goal setting

Number of popular goal setting strategies used in skill learning and execution.
One of the most popular ones is SMART goal setting .

S.M.A.R.T. Goals

Specific

Description of Features

The goals must be clear and well defined

Know what it is that needs to be achieved

If they are vague they won't provide enough direction

Measurable

They need to show the way to achievement

Set dates or targets that allow measurement of

success (the degree of success)

This allows the opportunity to celebrate when it or

part of the process has been achieved

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
Text Pages 54

ACHPER (SA)
2014

Goal setting
S.M.A.R.T. Goals

Description of Features
Make sure the goals can be achieved or reached

Goals set too hard or too high are not achieved and
erode or deflate confidence

Attainable

Be careful not to set easy goals!

Realistic yet challenging goals achieve the balance

needed

Set those that require effort and give the greatest

satisfaction

They need to be developed or set in relation to a level

of achievement or mastery (where do you want to
be?)

Relevant

Goals

This allows the learner to stay focused and move

forwards

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
Text Pages 54

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ACHPER (SA)
2014

Goal setting
S.M.A.R.T. Goals

Description of Features

Target

Set a deadline

This allows the celebration of achievement and arrival

Setting a deadline increases the need for urgency and

allows the end result to be achieved faster

Once achieved and celebrated, new goals can be set.

With experience learners and players can review and set new goals.

For example:

If it was achieved too easily set a harder goal

If it took too long to achieve, make the next goal easier

If something comes along that leads to a change in the other goals, use it

If in the process something was lacking (technique or skill) set a goal to fix
this shortfall

Key Concept 3 : The Effects of Psychology of Learning on the Performance of Physical

Skills.
Text Pages 54