COMPUTER ANALYSIS OF THE GOAL-SETTING INVENTORY

Rushall, B. S. (1992). Sport psychology consultation system (SPCS). 4225 Orchard Drive, Spring Valley, CA 91977.

A variety of programs are supplied within the Sport Psychology Consultation System (SPCS) to analyze the Goal-setting Inventory (Rushall & Fisdel, 1992). Computer analyses can be developed for individuals or groups and can be output to computer video or printer.

Each analysis indicates features of the total goal-setting process which occur consistently, inconsistently, or never at all. This allows a coach to determine what factors need to be developed in a tested athlete. Some guidance as to what to do is supplied. A sample partial printer output for an individual is provided below. This is provided on the understanding that the reader will recognize that every individual will have a different set of characteristics printed, the diversity of results being quite large. It is also possible to produce "group" or "team" analyses where every feature is printed with the names of each team member to whom the feature is appropriate being listed below.

The Goal-setting Inventory and its associated software is available as a single item, discrete from the total SPCS. Materials are provided which allow a user to produce as many copies of the inventory, answer sheet, and standardized directions as is needed as well as full directions for using the software. The current price of this package is US$350 and can be obtained from Sports Science Associates.

REFERENCES

  1. Rushall, B. S., & Fisdel, J. G. (1992). The Goal-setting Inventory. An item in the Sport Psychology Consultation System marketed by Sports Science Associates, 4225 Orchard Drive, Spring Valley, CA 91977.
  2. Rushall, B. S. (1996). The Goal-setting Inventory System (GIS). Sports Science Associates, 4225 Orchard Drive, Spring Valley, CA 91977.

   A Sample Goal-setting Inventory Analysis for an Individual Athlete
   
           *************************************************
           *                                               *
           * A PSYCHOLOGICAL ANALYSIS OF ATHLETE BEHAVIORS *
           *                                               *
           *               AS REVEALED BY THE              *
           *                                               *
           *           GOAL-SETTING INVENTORIES            *
           *                                               *
           *   (Authors: B. S. Rushall & J. Fisdel, 1987)  *
           *                                               *
           *************************************************


                              ATHLETE

                             A. Sample

                             08-24-96
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   A. Sample                                                  Page 1

                         PART 1: INTRODUCTION

   The responses to the GOAL-SETTING INVENTORY are described on the
      following pages.  They indicate what the athlete believes.
     Those features which are undesirable or inconsistent indicate
    areas where the coach must take corrective steps to enhance the
                        effects of goal-setting.
   * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

   This athlete answered the inventory honestly.

   This individual understands how performance is measured in the
   sport.


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   A. Sample                                                  Page 2

                PART 2: GOAL-PERCEPTIONS OF THE ATHLETE

    This part describes how the values, uses, and effects of having
                    goals are viewed by the athlete.
   * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

                        A. ESTABLISHED FEATURES

   This person always has goals.

   Goals direct this athlete's sporting activities.

   The goals that this athlete has have achievement deadlines
   attached to them.

   This person has a preferential order for the attainment of the
   several goals that he/she has.

   Having goals contributes to making the sport enjoyable.

   Goals are perceived as being achievable.

   No sporting goals are perceived as conflicting with this
   athlete's personal values.

   All goals are understood.

   Goals in the sport are considered as a help to this person.

   Team goals motivate this individual to try harder.

   This person's goals are stated clearly enough so that others
   understand them

   B. GOAL-PERCEPTIONS WHICH NEED TO BE ALTERED IN A DESIRABLE MANNER

   Goals are occasionally considered to be unreasonable or too
   difficult.

   When goals are achieved, the rewards or recognition that should
   ensue occurs intermittently.

   Sporting goals are sometimes perceived as pressuring this per-
   son too much.

   Sporting goals occasionally are important to this individual.

   C PROCEDURES SHOULD BE STARTED TO DEVELOP THE FOLLOWING FEATURES 

   The establishment of sporting goals.

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   A. Sample                                                  Page 3

           PART 3: GOAL-SETTING INTERACTIONS WITH THE COACH

      How the athlete's interactions with the coach are perceived
                      with regard to goal-setting
   * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

                        A. ESTABLISHED FEATURES

   Reasons for setting this athlete's goals are always given.

   The coach encourages this person to reach his/her goals.

   This athlete considers he/she participates in the goal-setting
   process.

   This person believes he/she has some say in how goals should be
   achieved.

   The coach is considered to be pleased if this person achieves
   his/her goals.

   Goal-related performance evaluations by the coach are con-
   sidered to be positive and constructive.

   When goals fail to be achieved, the coach is helpful in sugges-
   ting ways to improve.

   If the coach makes a mistake that affects this athlete's abil-
   ity to reach goals he/she is perceived to admit to the error.

   The coach makes sure that this athlete's goals are stated pos-
   itively.

   This athlete does not like the coach to set his/her goals.

   There are no things that this person wants to achieve in the
   sport about which the coach is not aware.

   The coach and athlete frequently evaluate goal-achievements
   together.

   The coach frequently asks this individual if there are areas in
   training in which he/she can be of assistance.

   The coach often tells this athlete what he/she has done that 
   deserves recognition.

   The coach listens to the athlete's explanations and concerns
   regarding performance problems.

   Steps to solve performance problems are agreed upon by the 
   athlete and coach.

   The athlete leaves a goal-setting meeting knowing specific
   goals to be achieved.

   Follow-up meetings to goal-setting meetings are scheduled.

      B. ATHLETE-COACH INTERACTIONS WHICH NEED TO BE ALTERED IN A
         DESIRABLE MANNER - THE FREQUENCY OF OCCURRENCE OF THE
               DESCRIBED BEHAVIORS SHOULD BE INCREASED.

   Sometimes after a goal setting meeting this athlete feels he/
   she had only a little input into any of the decisions made.

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   A. Sample                                                  Page 4

               PART 4: THE EFFECTS OF GOALS ON THE ATHLETE

   * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

                        A. ESTABLISHED FEATURES

   Having goals makes this person's sport more interesting.

   This athlete derives considerable pride from achieving his/her
   sporting goals.

   This individual is always disappointed when he/she fails to
   achieve goals.

   The act of attaining goals increases this person's confidence.

       B.  GOAL-PERCEPTIONS WHICH OCCUR INCONSISTENTLY AND NEED
        TO BE ALTERED TO BECOME A CONSISTENT FEATURE OF THIS
                        ATHLETE'S BEHAVIOR

   Sometimes this person feels he/she disappoints others when
   he/she fails to achieve goals.

   This athlete is bothered sometimes if other people know what
   his/her goals are.

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   A. Sample                                                  Page 5

                    PART 5: GOAL-SETTING ACTIONS

       This section describes activities that surround the goal-
                  setting and goal-evaluation process.
   * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

                        A. ESTABLISHED FEATURES

   This individual never sets goals so low that he/she will be
   guaranteed of attaining them.

   This person's goals are related to the benefits that he/she
   will derive when they are achieved.

      B. THE FOLLOWING INCONSISTENT FEATURES OF GOAL-SETTING AND
        GOAL-EVALUATION NEED TO BE MODIFIED SO THAT THEY BECOME
        PERMANENT OR HIGHLY-OCCURRING FEATURES FOR THIS ATHLETE

   Teammates sometimes encourage this athlete to achieve goals.

   Plans for achieving goals are made only occasionally.

   Sometimes this athlete works with other athletes when setting
   goals.

   This individual occasionally likes to work with other athletes
   when setting goals.

   This person sometimes prefers to set his/her own goals.

   Goals are sometimes written down.

   Occasionally this athlete has a time-table to follow to reach
   his/her goals.

   Only sometimes does this athlete weight his/her strengths and
   weaknesses when setting goals.

   When team goals are set this person sometimes has input into what
   what they should be.

    C. FEATURES WHICH NEED TO BE DEVELOPED IN AND FOR THIS ATHLETE

   This person should be taught not to change performance goals
   once they have been established.

   The athlete needs to be encouraged to set ultimate goals for
   his/her participation in the sport.

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   A. Sample                                                  Page 6

            PART 6: FACTORS WHICH AFFECT THE SETTING OF GOALS

   * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

                        A. ESTABLISHED FEATURES

   This individual feels that his/her training is good enough to
   allow him/her to achieve his/her goals.

   The way the team/club is run helps this person to achieve his/
   her goals.

   How well this athlete expects to perform affects the way he/
   she goes about trying to achieve goals.

   When goals are established this individual's abilities are
   taken into account.

   Goals which are expressed vaguely help this athlete to perform
   well.  This is a strange answer and should be questioned by the
   coach.

   Goals that indicate exactly how this athlete is to perform help
   him/her to do well.

   This athlete is in control of the events which will determine
   whether he/she achieves goals.

   This athlete understands his/her goals well enough to be able
   to understand his/her progress towards them.

     B. THE FOLLOWING FEATURES OCCUR INTERMITTENTLY AND SHOULD BE
      MODIFIED SO THAT THEY BECOME PERMANENT OR HIGHLY OCCURRING
                     FEATURES FOR THIS ATHLETE

   When this athlete fails to achieve goals they are sometimes
   altered.

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   A. Sample                                                  Page 7

              PART 7: RELATIONSHIP OF GOALS TO PERFORMANCE

   * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

                        A. ESTABLISHED FEATURES

   The goals that have been established for this individual are
   viewed as being helpful.

   This athlete establishes a goal for every skill or task that
   is attempted in training.

   This individual always performs well when he/she has a good
   chance of achieving his/her goals.

   When this individual is uncertain about achieving a goal, he/
   she tries harder.

   When goals are made more difficult this athlete tries harder.

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   A. Sample                                                  Page 8

                       PART 8: OTHER FACTORS

   * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

   It is important for this athlete to continually improve per-
   forenames in training.

   It is important for this person to perform well in training.

   This individual prefers competitions which are more difficult
   than easy.

   This individual likes goals that indicate improved performance
   standards when they are achieved.

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   A. Sample                                                  Page 9

                        PART 9: TYPES OF GOALS

   * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

   This athlete has established career goals.

   This person's career goals were established jointly with the
   coach.

   This person has established relatively long-term goals.

   This person's relatively long-term goals were established by
   him/herself.

   If this athlete fails to achieve his/her long-term goals he/
   she may consider whether continuing participation is worth it.

   This athlete has established performance goals.

   This person's performance goals were established jointly with
   the coach.

   This individual believes he/she can achieve his/her performance
   goals.

   This person is uncertain whether he/she has established progress
   goals.

                             END OF ANALYSIS
                  Copyright Sports Science Associates

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