Goal Setting | OCR A-Level Physical Education (H555)
Goal Setting
- 41 questions
- 3 subtopics
- Component 02: Psychological factors affecting performance
- Component 02
Goal Setting is examined in Component 02, Psychological factors affecting performance.
It covers outcome, performance and process goals, how goal setting improves performance and the SMART principle.
Sample questions from Goal Setting
Answer each one closed book first, then open the answer.
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Outcome, performance and process goals
Why can relying only on outcome goals raise anxiety?
Show the answer
A win depends partly on opponents and luck, which the performer cannot control. A performer who plays well but loses may still feel a failure. -
Outcome, performance and process goals
Why should a long-term goal be broken into short-term goals?
Show the answer
Short-term goals give regular, achievable success along the way. Each success builds confidence and keeps motivation high until the long-term goal is reached. -
How goal setting improves performance
Why do goals help a performer persist through a long rehabilitation from injury?
Show the answer
Small weekly goals mark the steps back to full fitness. Each target reached keeps the performer committed to a slow programme. -
How goal setting improves performance
How can a coach use goals to monitor a swimmer's progress through a season?
Show the answer
The coach sets target times for each stage of the season. Recorded times show whether the swimmer is on track or training needs to change. -
The SMART principle
What happens when a goal is set too high for a performer?
Show the answer
An unrealistic goal leads to repeated failure. Repeated failure lowers confidence and can raise anxiety. -
The SMART principle
Why is winning the league a weak goal for a Sunday league football team?
Show the answer
Winning the league is an outcome goal that depends on the other teams. The goal does not specify what the team must improve.
The 3 subtopics
One subtopic is one session. Work down the list.
| Subtopic | What it covers | Questions |
|---|---|---|
| Outcome, performance and process goals | Outcome, performance and process goals, anxiety from outcome goals, a 1500 m runner and a novice gymnast, short-term and long-term goals, agreeing goals with the performer, and outcome goals for an elite sprinter. | 13 |
| How goal setting improves performance | Goal setting for attentional focus, persistence, confidence and self-efficacy, arousal control and anxiety, monitoring a swimmer's season, reviewing goals, motivation and rehabilitation from injury. | 14 |
| The SMART principle | Specific, measurable, achievable, recorded and time-phased goals, goals set too high or too low, SMART goals for a sprinter and a rugby player, the Sunday league team, and planning training. | 14 |
How the guide is worked
Answering a question from memory stores it far better than reading the answer again. The guide runs that as a fixed procedure on one subtopic at a time, about twenty minutes a session.
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Step 1 · Closed book
Cover the answers. Work through one subtopic and write down what you can. Leave blanks where you have nothing.
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Step 2 · Open book
Go back to the top. Read each printed answer and write it out in full, including the ones you had right.
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Step 3 · Closed book again
Same questions, same order, from memory. The gap between pass one and pass three is the session result.
Read the full method, the return schedule and the research behind it.
Nearby topics
OCR A-Level Physical Education Active Recall Guide
Every topic, not just this one. 2,133 questions with their answers.