Explain the role of goal-setting in the motivation of individuals engaged in sport.

Refer to the paper 2 assessment criteria when awarding marks.

The command term “explain” requires candidates to give a detailed account, including reasons or causes, related to the role of goal-setting in the motivation of individuals engaged in sport.

Relevant research may include, but is not limited to:
• the role of intrinsic/extrinsic motivation (for example, Vallerand and Losier, 1999)
• achievement goal theory (for example, Duda and Hall, 2001)
• the relationship between goal-setting and performance (for example, Weinbert et al., 1994)
• the role of outcome, performance, and process goals (for example, Steinberg et al., 2000)
• the relationship between goals and perception of success in children engaged in sport (for example, Duda et al., 1998)
• SMART – components of effective goal setting (for example, Smith, 1994)
• ego orientation versus task orientation (for example, Elliot and Dweck, 1988)
• the role of goal-setting in regulating performance and increasing self-efficacy (for example, Locke and Latham, 1981; 2006)

Examples of how candidates may show evidence of critical thinking could include:
• analysis of the methodology and/or ethical considerations
• application of empirical support in relation to the role of goal-setting
• using evidence from studies that support or disconfirm the importance of the role of goal-setting
• questioning the direction of cause and effect.

Descriptions of research on goal-setting in motivation without a link to motivation in sport should be awarded up to a maximum of [4] for criterion A, knowledge and understanding, up to a maximum of [5] for criterion B, critical thinking, and up to a maximum of [2] for criterion C, organization.