Goal-setting is a widely used and accepted strategy for promoting physical activity. Locke and Latham’s goal-setting theory is the primary theoretical framework for setting goals in psychology and plays a prominent role in physical activity promotion. Recently, however, there have been calls to reconsider current goal-setting practice in this field. Therefore, we aimed to critically review and update the application of goal-setting theory in physical activity promotion, by examining core developments in this theory since 1990. Current practice relies on setting specific ‘performance’ goals as a means of increasing physical activity (e.g., 10,000 steps; national physical activity guidelines). This approach was initially consistent with key tenets of goal-setting theory. However, since 1990 this theory has evolved to differentiate between performance and learning goals. Both goal types are context-dependent and it is now recognised that, in some cases, performance goals can even be detrimental to the achievement of desired outcomes. Consequently, current practice may be theoretically appropriate for physically active individuals but a different approach (e.g., learning goals) may be preferable for inactive individuals who are new to physical activity (i.e., most of the population). We conclude by discussing implications for policy, research, and practice in goal-setting for physical activity promotion.

设定目标是促进体育锻炼的一种广泛使用并被接受的策略。洛克和拉瑟姆的目标设定理论是设定心理学目标的主要理论框架，在促进体育活动中发挥着重要作用。但是，最近，有人呼吁重新考虑该领域当前的目标设定做法。因此，我们旨在通过审查自1990年以来该目标设定理论在核心理论上的发展，来批判性地审查和更新目标设定理论在该理论中的应用。当前的实践依靠设定特定的“绩效”目标作为增加体育锻炼的一种手段（例如，10,000步；国家体育锻炼准则）。这种方法最初与目标设定理论的主要原则相一致。然而，自1990年以来，该理论已经发展为区分绩效和学习目标。两种目标类型都取决于上下文，并且现在人们认识到，在某些情况下，绩效目标甚至可能不利于实现预期结果。因此，当前的实践在理论上可能适合从事体育活动的个人，但是对于刚参加体育活动的非活动个人（即，大多数人口），最好采用其他方法（例如，学习目标）。最后，我们讨论了为促进体育活动而设定目标时对政策，研究和实践的意义。当前的实践在理论上可能适合身体活动的个体，但对于刚开始进行身体活动的非活动个体（即，大多数人），可能会采用其他方法（例如，学习目标）。最后，我们讨论了为促进体育活动而设定目标时对政策，研究和实践的意义。当前的实践在理论上可能适合身体活动的个体，但对于刚开始进行身体活动的非活动个体（即，大多数人），可能会采用其他方法（例如，学习目标）。最后，我们讨论了为促进体育活动而设定目标时对政策，研究和实践的意义。