The role of goal setting and automaticity in novice athletes' development and performance of a tennis skill: A coaching intervention
Item
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Title
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The role of goal setting and automaticity in novice athletes' development and performance of a tennis skill: A coaching intervention
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Identifier
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d_2009_2013:6452310e37bc:10405
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identifier
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10464
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Creator
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Petersen, Saul,
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Contributor
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Barry J. Zimmerman
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Date
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2009
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Language
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English
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Publisher
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City University of New York.
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Subject
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Cognitive psychology | Educational psychology | Recreation | automaticity | expert | goals | novice | practice | self-regulation
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Abstract
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This dissertation tested the varying branches of research that have explored the issue of automaticity and its relation to goals in sports. One view shows support for a process avoidance perspective on athletic skill development. Another contends that skill development is enhanced when deliberate attention is paid to the execution of a skill's sub-processes. A third social-cognitive view is represented in the current dissertation. This view is reflected in self-regulation theory and suggests that, while both views are valid, the learner must be capable of shifting adaptively from processes to outcomes following extended practice for optimal skill development to occur. Extended attention to processes and attributing errors to strategy are both proposed to represent expert self-regulatory practice methods. Forty novice participants were randomly assigned to one of four groups: (a) Extended Process, (b) Intermediate Process, (c) Self-Shifting, or, (d) Outcome Goal. Each group received identical demonstrations of a beginner forehand tennis stroke, followed by sixty attempts at the stroke. The Extended Process Group attended to process goals for forty of sixty attempts then shifted to outcome goals for the final twenty attempts. The Intermediate Process Group attended to processes for twenty attempts then shifted to outcome goals for the remaining forty attempts. The Outcome Goal Group attended to outcomes throughout the sixty attempts. A Self-Shifting Group determined for itself when to shift from processes to outcomes. Results generally supported hypotheses, with the Extended Process Group outperforming other groups on measures of forehand skill and accuracy, in particular following the final phase of practice.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Educational Psychology
