An Interpretation of the Essence of Goal-Setting
Total Page:16
File Type:pdf, Size:1020Kb
AN INTERPRETATION OF THE ESSENCE OF GOAL-SETTING AND EXCELLENCE AMONG TOP ATHLETES AND PERFORMING ARTISTS BY LIANNE R. PERRY - SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF SCIENCE FACULTY OF PHYSICAL EDUCATION AND RECREATION STUDIES UNIVERSITY OF MANITOBA WINNIPEG, MANITOBA (c) MARCH, 1999 National Library Bibliothèque nationale 1*1 of Canada du Canada Acquisitions and Acquisitions et Bibliographie Services senrices bibliographiques 395 Wellington Street 395. nie Wellington Ottawa ON K1A ON4 Ottawa ON K1A ON4 Canada Canada The author has granted a non- L'auteur a accordé une licence non exclusive licence allowing the exclusive permettant à la National Librq of Canada to Bibliothèque nationale du Canada de reproduce, loan, distribute or sell reproduire, prêter, disûiiuer ou copies of this thesis in microform, vendre des copies de cette thèse sous paper or electronic formats. la fome de microfiche/film, de reproduction sur papier ou sur format électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantial extracts fiom it Ni Ia thèse ni des extraits substantiels may be printed or otheNvise de celle-ci ne doivent être imprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation. FACULTY OF GRADUATE S'I'üDIES ***** COPYRIGBT PmZISSION PAGE AH ~ERTATIûlîOF TEE ESSENCE OP GûAL-SBTTIBG Am Kx-CE AMOBG TOP ATHLFI%s lUrSD PEBIPORMRVG ARTISTS A ThesidPracticum submitted to the Facdty of Graduate Studies of The University of Manitoba in parrial fulfillment of the requîrements of the degree af- Mas ter of Science Permission bas been granted to the Libnry of The u'nivemty of Manitoba to lend or sell copies of Mstheris/prncticam, to the National Librnry of Canada to microfilm th* thesis and to lend or seU copies of the hlm, and to Dissertations Abstracts International to publish an abstrsct of this thesis/practicum. The author resenes other publication righu, and neither this thesidpracticum nor extensive estracts fiom it may be printed or othemise reproduced without the author's written permission. Abstract This thesis addresses the issue of goal-setting as a cornponent of excellence. Although there has been considerable attention paid to goal-setting in the physical education and psychology literature, goal-setting amongst excellent performers in sport and the arts is an under researched field. Excellence, and more specifically how to achieve it, has been an increasingly popular area of study. The literature indicates that goal-setting has been studied in sport, business, the performing arts and sport. However, this study's focus will be on the performing arts and sport. Six performers were interviewed as case studies. These performers were: Michelle Sawatzky, Henriette Schellenberg, Tanya Dubnicoff, Tracy Da hl, Evelyn Hart and Colleen Miller. These individuals were high-achievers, Canadian and English speaking. They had al1 completed a substantial portion of their careers so that a retrospective examination of their experiences was possible. They were knowledgable and articulate individuals who felt that they had something to Say about excellence and their achievement of it. Each participant discussed events they cunsider to be highlights in their careers. Following a discussion of career highlights is a discussion of goal- setting and then of excellence. An analysis of the results is then offered. It was found that there were certain skills these performers utilized in order to achieve excellence. Goal-setting was one of these skills. As well, there are skills that these performen felt are necessary in order to maintain excellence. By combining al1 responses. a discussion of the essence of excellence and the importance of mental training concludes the analysis section. A conclusion and suggestions for future research concludes the thesis. iii Acknowledcaements "You're responsible for your happiness and you are responsibfe for how far you go becaose nobody can Say you cannot. You just have to believe you can " (Evelyn Hart. 199 7, p. 50). This thesis is not the work of one person- It is a culmination of some very key people who each share in the sheer and utter joy of its completion. First off, thank-you to each member of my cornmittee. To my advisor, Dr. Sheryle Drewe, how can I ever thank you for stepping in and becoming such a fierce and supportive ally? I can honestly Say that if it hadn't been for you, I would have given up on this diffïcult journey many, many times. Thank you for believing in me and this thesis. Dr. Cal BotteriIl, you are truly an inspiration to eveiyone who's Iives you touch with your generosity of spirit. This journey began with you many years ago; you lit the fire and helped it grow ...even saved it from dying out a few times! I cmnever thank you enough for being such an incredible teacher, supportive advisor and generous friend. Lee Pee is very grateful for your cheerleading skills! To Dr. Kelly MacKay, thank you for stepping in so late in the game and for your supportive suggestions and comments. Finally, to Dr. Sandra Kirby ...what can I say? To Say that you've helped me, guided me, encouraged me and motivated me would be the biggest understatements ever made. Everyone should be so lucky as to have someone like you always in their corner. It is impossible for me to express in words how grateful I am to you for iv never letting me lose sight of the goal and for being so criücal in designing the path by which it has been achieved. Thank you for being such a wonderful advisor and caring friend. You're the best! To my friends and family, thank-you for encouraging me in this "Thesis of Procrastination"! Thank-you to Anita Kumar for being my rock and soulrnate and to Leanne Nazer-Bloorn for your advice, guidance and friendship. Thank-you to my Grandma, without whose support in every sense of the word. this thesis would never have made it to fruition. Thank-you to my Dad for hounding, I mean, motivating me to finish! 1 appreciate your enthusiastic belief in me more than you know. Join me in saying "bubbye!!" to this thesis! Thank-you to Morn and John for so many things, but mostly for your understanding the enormity of this project every inch of the way and for listening to my endless complaining! Thanks for always being behind me, beside me or wherever I needed you to be. Special thank-you to John for his expert diagramming skills! Above all else, thank-you to al1 of the participants in this study: Michelle Sawatzky, Henriette Schellenberg, Tanya Dubnicoff, Tracy Dahl, Evelyn Hart and Colleen Miller. It is my aim that this thesis is merely an instrument by which to communicate your perspectives and stories. Thank-you for sharing a few hours and a few hundred pages of your lives with me! I am so fortunate to have been able to meet with and talk to such excellent performers. Keep striving toward excellence! Table of Contents Abstract.................................................................................................................. i ... Acknowledgements ............................................................................................. .III Chapter One Introduction ............................................................................................................. 1 .. Definition of Key Tems......................................................................................... -2 Performer............................................................................................................ -2 Performance......................................................................................................... ..3 Peak PerfomanceIPeak Performer......................... ... ........................................ 3 ExcelIence ........................................................................................................... -3 S uccess................................................................................................................ 4 . Mental Training............................. ... ..................................................................... 4 Mental Toughness................................................................................................ -5 Review of Literature................................................................................................. -7 Benefits of Goal-Setting ............................................................................ -7 Dream Goals........................................................................................... -10 Performance Versus Outcorne Goals ...................................................... 11 Short Term Goals Lead To Long Term Goals ............................................ 14 . Specificity of Goals................................................................................... 16 . Difficult But Realrstic Goals....................................................................... 17 Athlete/Perfomer InvoIvement.................................................................. j8 Keeping Wntten Records.......................................................................... 19 vi Goal of Self.Acceptanœ ........................................................................... -21 Goal Perspective Theory ......................................................................... -21 Excellence........................................................................................................