THE SIGNIFICANCE OF SELF-CHOSEN GOALS IN SPORT Part 1: The Self-Concordance Model 1.1 Understanding the Self-Concordance Model The "self-concordance model" (Sheldon & Elliot, 1999) emphasizes theimportance of self-chosen goals. This model explores the relationships between goal selection, pursuit, andachievement. It distinguishes between self-determined and extrinsic goals, aligned with the"self-determination theory." 1.2 Intrinsic vs. Extrinsic Goals Self-determined goals are intrinsically motivated and driven by personal interestsand values. Extrinsic goals, on the other hand, may be externally controlled or influenced byexternal factors. The level of self-concordance of a goal directly impacts goal pursuit,achievement, and psychological outcomes. Part 2: Goal Achievement and Self-Concordance 2.1 Achieving Self-Concordant Goals Self-concordant goals align with an individual's fundamental interests and values. These goals trigger sustained effort, increasing the likelihood of goalachievement. Pursuing autonomous (self-determined) goals is more enjoyable and conduciveto success. 2.2 Well-Being and Self-Concordance Achieving self-concordant goals leads to greater psychological well-being. Well-being is tied to the satisfaction of basic psychological needs, such asautonomy, competence, and relatedness. Controlled goals do not typically lead to well-being, regardless of whether theyare achieved or not. Part 3: Setting and Managing Goals in Sport
3.1 Setting Meaningful Goals Goals in sports should be meaningful and aligned with athletes' psychologicalneeds. Meaningful goals are more likely to lead to motivation and satisfaction. 3.2 SMART Goal Setting Goals should be specific, measurable, adaptive to circumstances, realistic, andtime-bound (SMART). A clear and structured approach to setting goals enhances their effectiveness. Part 4: Coaching and Goal Support 4.1 Positive Coaching Behavior Coaches play a vital role in athletes' goal setting and motivation. An autonomy-supportive coaching style is preferred, respecting athletes'perspectives and minimizing pressure. Positive coaching behaviors promote autonomous goals and overall athlete well-being. Part 5: Managing Unattainable Goals 5.1 Handling Unattainable Goals Despite strong motivation, some goals may remain unattainable due to variousfactors. Coaches should help athletes identify when to disengage from unattainablegoals. The choice of alternative goals and goal disengagement can positively impactathlete well-being. 5.2 Supporting Athletes in Career Termination Athletes may face challenges when ending their competitive careers. Career termination can lead to identity crises and emotional difficulties. Coaches should provide support and help athletes set new goals in life aftersports. Part 6: Recommendations for Practice 6.1 Practical Guidelines for Coaches
Coaches should prioritize the selection of meaningful, self-concordant goals. Goals should follow the SMART principle for optimal effectiveness. Positive coaching behavior fosters autonomous goals and athlete well-being. 6.2 Goal Disengagement and Support Coaches should assist athletes in recognizing unattainable goals and promotegoal disengagement. Encouraging athletes to focus on new, attainable goals can aid in maintainingmotivation and well-being.