The Significance of Self-Chosen Goals in Sport

THE SIGNIFICANCE OF SELF-CHOSEN GOALS IN SPORT Part 1: The Self-Concordance Model 1.1 Understanding the Self-Concordance Model  The "self-concordance model" (Sheldon & Elliot, 1999) emphasizes the importance of self-chosen goals.  This model explores the relationships between goal selection, pursuit, and achievement.  It distinguishes between self-determined and extrinsic goals, aligned with the "self-determination theory." 1.2 Intrinsic vs. Extrinsic Goals  Self-determined goals are intrinsically motivated and driven by personal interests and values.  Extrinsic goals, on the other hand, may be externally controlled or influenced by external factors.  The level of self-concordance of a goal directly impacts goal pursuit, achievement, and psychological outcomes. Part 2: Goal Achievement and Self-Concordance 2.1 Achieving Self-Concordant Goals  Self-concordant goals align with an individual's fundamental interests and values.  These goals trigger sustained effort, increasing the likelihood of goal achievement.  Pursuing autonomous (self-determined) goals is more enjoyable and conducive to success. 2.2 Well-Being and Self-Concordance  Achieving self-concordant goals leads to greater psychological well-being.  Well-being is tied to the satisfaction of basic psychological needs, such as autonomy, competence, and relatedness.  Controlled goals do not typically lead to well-being, regardless of whether they are achieved or not. Part 3: Setting and Managing Goals in Sport 3.1 Setting Meaningful Goals  Goals in sports should be meaningful and aligned with athletes' psychological needs.  Meaningful goals are more likely to lead to motivation and satisfaction. 3.2 SMART Goal Setting  Goals should be specific, measurable, adaptive to circumstances, realistic, and time-bound (SMART).  A clear and structured approach to setting goals enhances their effectiveness. Part 4: Coaching and Goal Support 4.1 Positive Coaching Behavior  Coaches play a vital role in athletes' goal setting and motivation.  An autonomy-supportive coaching style is preferred, respecting athletes' perspectives and minimizing pressure.  Positive coaching behaviors promote autonomous goals and overall athlete wellbeing. Part 5: Managing Unattainable Goals 5.1 Handling Unattainable Goals  Despite strong motivation, some goals may remain unattainable due to various factors.  Coaches should help athletes identify when to disengage from unattainable goals.  The choice of alternative goals and goal disengagement can positively impact athlete well-being. 5.2 Supporting Athletes in Career Termination  Athletes may face challenges when ending their competitive careers.  Career termination can lead to identity crises and emotional difficulties.  Coaches should provide support and help athletes set new goals in life after sports. Part 6: Recommendations for Practice 6.1 Practical Guidelines for Coaches  Coaches should prioritize the selection of meaningful, self-concordant goals.  Goals should follow the SMART principle for optimal effectiveness.  Positive coaching behavior fosters autonomous goals and athlete well-being. 6.2 Goal Disengagement and Support  Coaches should assist athletes in recognizing unattainable goals and promote goal disengagement.  Encouraging athletes to focus on new, attainable goals can aid in maintaining motivation and well-being.