Shokri, S., Aghdasi, M., Behzadniaa, B. (2023). The Effect of Self-Controlled and Coach-Controlled Performance Goal Setting on Soccer Passing Skill Learning: Application of Choice Theory. , 15(1), 19-30. doi: 10.22059/jsmdl.2023.352569.1691
Saeed Shokri; Mohammad Taghi Aghdasi; Behzad Behzadniaa. "The Effect of Self-Controlled and Coach-Controlled Performance Goal Setting on Soccer Passing Skill Learning: Application of Choice Theory". , 15, 1, 2023, 19-30. doi: 10.22059/jsmdl.2023.352569.1691
Shokri, S., Aghdasi, M., Behzadniaa, B. (2023). 'The Effect of Self-Controlled and Coach-Controlled Performance Goal Setting on Soccer Passing Skill Learning: Application of Choice Theory', , 15(1), pp. 19-30. doi: 10.22059/jsmdl.2023.352569.1691
Shokri, S., Aghdasi, M., Behzadniaa, B. The Effect of Self-Controlled and Coach-Controlled Performance Goal Setting on Soccer Passing Skill Learning: Application of Choice Theory. , 2023; 15(1): 19-30. doi: 10.22059/jsmdl.2023.352569.1691
The Effect of Self-Controlled and Coach-Controlled Performance Goal Setting on Soccer Passing Skill Learning: Application of Choice Theory
1Department Motor Behavior , Faculty of Physical Education, University of Tabriz, Tabriz. Iran.
2Department Motor Behavior , Faculty of Physical Education, University of Tabriz, Tabriz. Iran .
3Department Motor Behavior , Faculty of Physical Education, University of Tabriz , Tabriz. Iran.
Abstract
Introduction: Goal setting as a cognitive intervention enhances performance. However, self-controlled goal setting during the learning process has not been investigated. Therefore, this study aimed to investigate the effect of self-controlled and coach-controlled performance goal setting on soccer passing learning, focusing on choice theory. Methods: The participants were 30 boys aged 18 to 28 years who did not participate in organized soccer training. First, the participants completed a pre-test and then participated in a quasi-experimental design and they were systematically assigned into one of three self-controlled performance goal setting, coachcontrolled performance goal setting, and control groups. After 15 training sessions,the acquisition test was taken immediately, and then after 72 hours, the retention and transfer tests were taken. Results: The results of the 2×3 (stage × group) analysis of variance showed that although the performance of the groups improved in the acquisition test, there was no significant difference between them. Also, one-way analysis of variance showed a difference between the groups in both retention and transfer phases and Tukey's post hoc test showed that both the self-controlled and coach-controlled goal-setting intervention groups performed better than the control group and the differences were significant. Conclusion: The findings of the research indicate that self-controlled and coachcontrolled performance goal-setting groups perform better than the control group and self-controlled goal-setting has more advantages than other groups. It is suggested to use a self-controlled goal-setting strategy in training protocol.
