Strategies for Using Goal Setting in P.E.

1. Use a Goal Setting Process

A goal setting process can support both the pupils and the teacher in using this approach effectively over a number of PE lessons.  Initially the teacher provides a rationale, explanation and examples of what goal setting is and encourages pupils’ to think about what goals they wish to set.  Pupils then set a goal that is important to them (perhaps related to the area the class will be exploring over the next few weeks) and which they are hoping to achieve at the end of a period of time.  The pupils identify actions to help achieve their goals and are provided with time to work on these in class (e.g. 10 minutes in each class).  After each lesson/week the pupils will individually reflect on their actions and consider any relevant peer/teacher feedback before resetting. Sharing and discussing a goal with a teacher or a peer can increase pupil engagement and be helpful to the goal setting process.

Reflection, either individually or with others, is important during goal setting because it helps pupils’ understand what they already know,  make sense of new information and guide choices for further learning. Even if the pupils don’t achieve their goals, learning how to set and work towards goals is a valuable skill in PE but also in all aspects of life. Remind and encourage the pupils to celebrate all they have achieved throughout the process, even if they do not fully achieve their initial goal.

2. Team Goal Setting

Group or team goals are also a very effective form of developing motivation as pupils develop a sense of belonging and being to work together towards a group objective. Each group will agree on a team goal, why this is an important goal to develop and record this in the group goal setting template.  Each group will work together over a number of PE classes and will also come up with a suitable way to develop their group goal within an allocated time in each PE lesson. 

For example, if the group goal is to improve their skill of kicking, they may choose a kicking teaching point to develop and create a simple activity to practice this teaching point.  These approaches to group goal setting may work well as part of a cooperative learning Student Teams Achievement (STAD) activity or Sport Education unit. 

3. Individual goal setting

Individual goal setting involves each student setting their own goals and reflecting on their progress.  Individual goal setting can be completed over an extended period of time (e.g. 4 weeks or more) using the following individual goal setting work cards.  After completing the goal setting work card, the teacher may allocate a set amount of time in each class for pupils to work on their goals. 

The teacher may help guide this time by providing a number of areas from which pupils can choose goals and accompanying activities to support these, or depending on the age level pupils may come up with their own completely unique goals and activities. Sharing and discussing goals set and progress toward goals with a teacher or a peer can increase pupil engagement and be helpful to the individual goal setting process.

4. Emphasise learning goals and open goals over performance goals

There are different types of goals which the pupils may set. These might include performance goals or learning goals. Performance goals focus on achieving a desired outcome e.g. run 50 metres in a set time. A learning goal is focussed on the process involved in performing a task effectively e.g. identify three aspects of my running technique to improve. An open goal is open ended and exploratory in nature e.g. I want to see how fast I can run 50 metres. Although each goal type can be beneficial, the research suggests that specific learning goals or open goals are most beneficial when learning how to perform a new task (Swann et al, 2021, Baghurst et al 2015) and accordingly may be particularly applicable to the primary PE context. The teacher, therefore, has an important role in supporting pupils to identify appropriate goals which are sensible, challenging but yet attainable and meaningful to the pupils. Use the following prompt card to identify examples of goals which may be useful in PE class.

5. Provide feedback and necessary resources during the goal setting process

Providing appropriate feedback on progress in relation to goals chosen, supports pupils through the goal setting process and leads to better outcomes (Baghurst et al 2012).  This feedback can be provided by the teacher, peers or by the pupil themselves and will provide information about whether they should maintain or change their goal achievement strategy.  For example, a peer or self-assessment of running technique may be undertaken, or a teacher may provide some feedback to a pupil with the goal of improving their running technique.  In addition to feedback, ensuring pupils have access to the necessary resources required (e.g. PE equipment and ideas on how to practice their goal).

6. Goal Setting with Younger Classes

When goal setting with younger classes or with pupils who are new to the experience, it may be beneficial to start with informal goal setting.  Informal goal setting involves asking pupils to think about short term goals related to activities within the PE class.  For example, informal group goal setting may be as simple as asking a group to get into their team huddle and to identify what they want to work on for the next activity/game.  The teacher may ask some of the groups to share what they are going to work on in advance of the activity and then ask them to reflect on how they did after the activity.  Individual informal goal setting might involve asking a pupil, for example, to consider their current effort level from 0-10 and how they might improve it, or how many times they will successfully complete a skill in a minute.  A video example of an individual goal setting activity related to kicking is available to view here. Further ideas for informal goal setting are also outlined below.

Mastery, goal setting, committment, choice example.mp4 from PDST Technology in Education on Vimeo.

Why goal setting in PE? 

When appropriately used, goal setting in PE can be extremely beneficial for a number of reasons:

• Self-set goals instil a sense of autonomy. Motivation is enhanced when learners are enthusiastic about the goal and are determined to attain it (Locke and Latham, 2002) 
• Goal Setting helps create a sense of competence for the learner which leads to greater Confidence & Motivation (Giblin et al, 2014) 
• Goal setting in primary PE can support the development of meaningful PE experiences for pupils (Beni et al, 2019)
• Goal setting in PE can improve focus and attention, motivation, persistence and lead to the discovery of interests and passions for activities (Baghurst et al 2015)

References 

• Timothy Baghurst, Tyler Tapps & Weston Kensinger (2015) Setting Goals for Achievement in Physical Education Settings, Strategies, 28:1, 27-33, DOI: 10.1080/08924562.2014.980876

• Baghurst, T., Bradford, S. H., & Mulekar, M. S. (2012). The effect of feedback on goal setting and performance in a pushup task. TAHPERD Journal, 80(3), 8–13.

• Beni, S., D. Ni Chroinin, and T. Fletcher. 2019. "A Focus on the How of Meaningful Physical 586 Education in Primary Schools." Sport, Education and Society 24 (6): 624-637

• Giblin, S., Collins, D., MacNamara, Á., & Kiely, J. (2014). “Deliberate preparation” as an evidence-based focus for primary physical education, Quest 66, 385-395. doi: 10.1080/00336297.2014.944716.

• Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–717.

• Locke, E. A., & Latham, G. P. (2006). New directions in Goal-Setting Theory. Current directions in psychological science, 15 (5), 265-268

• Swann, C., Schweickle, M. J., Peoples, G. E., Goddard, S. G., Stevens, C., & Vella, S. A. (2020b). The potential benefits of nonspecific goals in physical activity promotion: Comparing open, do-your-best, and as-well-as-possible goals in a walking task. Journal of Applied Sport Psychology

• Christian Swann, Simon Rosenbaum, Alex Lawrence, Stewart A. Vella, Desmond McEwan & Panteleimon Ekkekakis (2021) Updating goal-setting theory in physical activity promotion: a critical conceptual review, Health Psychology Review, 15:1, 34-50, DOI: 10.1080/17437199.2019.1706616