Effects of Two Methods of Goal Setting on Learning a Gross Motor Task

Abstract

This study investigated the effects of goal setting in student-led small groups and in teacher-pupil conferences on the learning of a gross motor task—three-ball juggling. Female high school students (N = 93) were randomly assigned to five treatment groups: student-led interaction with goal setting; student interaction only; teacher-pupil conference with goal setting; teacher-pupil conference only; and control. The subjects practiced three-ball juggling in 16 practice and testing periods. The Trussell juggling achievement test was used. Subjects in the four experimental groups met weekly during the three-week instructional period for structured interaction sessions or conferences. Subjects in the two goal-setting groups were directed to set specific numerical and verbal goals. There were no significant differences in juggling achievement among the five groups, either on the final test, or on a posttest administered to determine possible long-term effects.