Linkages Between Goals and Our Personal Thoughts, Feelings, and Actions
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Linkages Between Goals and Our Personal Thoughts, Feelings, and Actions

By: Robert D. Thomson

For example, imagine yourself as a young soccer player in a grudge match. You've felt great during the game because you've worked hard, made some great tackles and accurate passes, and your work on your concentration skills has paid off by allowing you to refocus quickly. You've spent most of the game in a highly task-involved state of mind and have received praise from your teammates.

The game is tied and goes to a penalty shoot-out. You are the last player of five selected, and the score is 2-2. As you make that long walk to the penalty position, how does the situation and its potential consequences affect your view of success and skill? Will your feelings of competence depend entirely on scoring or missing? And, if you do become ego involved, how might it affect your chances of getting that winning goal?

All athletes have an innate preference for task or ego involved goals in sport. These predispositions, referred to as task and ego goal orientations, are believed to develop throughout childhood largely due to the types of people the athletes come in contact with and the situations they are placed in.

If children consistently receive parental praise that's contingent on their degree of input and recognition for personal improvement from their coaches, and are encouraged to learn from their errors, then they are likely to foster a task orientation. It becomes normal for them to believe that success is associated with mastery, effort, understanding, and personal responsibility.

The behavior of their role models in sport also affects this development. Such an environment is far different from one where kids are rewarded by rewards for winning (alone), praise for the best grades, criticism or non-selection despite making their best effort, or coaches whose style is to hand out unequal recognition. This kind of environment helps an ego orientation to flourish, along with the belief that ability and talent, not effort and personal endeavor, earn success.

Goal orientations are believed to be reasonably stable and enduring characteristics that are largely formed by mid to late adolescence. Hence, coaches and parents should attempt to shape a child's development as early as possible during the 6- to 14-year-old phase.

In this developmental period, children's cognitive abilities start working overtime as they begin to understand that effort isn't the sole reason for success at a skill. At about 11 or 12 years of age, they begin to realise that regardless of effort, some kids simply have more skills than others. That's when the fantasy of being the next sports star comes under obvious pressure for some children.

The strength of a goal orientation influences whether a player will adopt a task or ego involved goal in a specific sport scenario. It is also perfectly reasonable for evolving athletes to develop both high task and ego orientations if they have been exposed to an assortment of task and ego oriented situations and people. However, never underestimate the power of a particular moment.

The young athlete might be quite high in task orientation, but in a competition with a high degree of public evaluation, judgment, criticism, or comparison based on who's best, with rewards and benefits for winners and negative consequences for losers, he or she may become ego involved. Competitions accompanied by high perceived expectations and consequences arguably form the natural basis of competitive sport.

Factors such as the stage of the event (e.g., final or qualifying match), whether selection is at stake, previous head-to-heads, financial rewards, age of the opponent (e.g., playing a talented younger player), representing the team or country for the first time, and the support of the audience can make a match a natural ego-involving laboratory.

Nevertheless, not all sport is like that; in fact, some sport situations offset the natural importance of superiority by emphasising participation and publicly reinforcing or rewarding personal effort, improvement, and problem solving rather than focusing on comparisons.

An example is a swimming club that encourages all standards of swimmer, with a coach who gives recognition solely based on individual improvements in time or technique. These situations increase the importance and number of task-involving cues. The key message here is that the availability of task-involving cues in sports that are naturally ego involving allows the athlete to develop a more task-involved approach to competition.

Article Source: http://articlenexus.com

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