ABSTRACT

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.

摘要

目标设定是一种广泛使用和接受的促进身体活动的策略。洛克和莱瑟姆的目标设定理论是心理学中设定目标的主要理论框架，在体育活动促进方面发挥着突出的作用。然而，最近有人呼吁重新考虑该领域当前的目标设定实践。因此，我们旨在通过检查自 1990 年以来该理论的核心发展，批判性地审查和更新目标设定理论在体育活动促进中的应用。目前的实践依赖于设定特定的“表现”目标作为增加体育活动的一种手段（例如, 10,000 步；国家体育活动指南）。这种方法最初与目标设定理论的关键原则是一致的。然而，自 1990 年以来，这一理论已经演变为区分绩效和学习目标。这两种目标类型都取决于上下文，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，目前的实践在理论上可能适合身体活跃的个体，但不同的方法（例如，学习目标）可能更适合刚接触身体活动的不活跃个体（即大多数人群）。最后，我们讨论了体育活动促进目标设定对政策、研究和实践的影响。目前的做法在理论上可能适用于身体活跃的个体，但不同的方法（例如，学习目标）可能更适合刚接触身体活动的不活跃个体（即大多数人群）。最后，我们讨论了体育活动促进目标设定对政策、研究和实践的影响。目前的做法在理论上可能适用于身体活跃的个体，但不同的方法（例如，学习目标）可能更适合刚接触身体活动的不活跃个体（即大多数人群）。最后，我们讨论了体育活动促进目标设定对政策、研究和实践的影响。