Improvement of Jogging Performance through Application of Personality Specific Motivational Techniques

Abstract

Forty female junior high school students were classified as having dependency-motive orientation or independency-motive orientation. Half of each motive orientation group was randomly assigned to teacher-imposed goal setting, the remaining half to student goal setting. The resultant four groups participated in a 6-week, 13-session jogging program. A 2 × 2 × 13 factorial design with repeated measures on the last factor was used to analyze jogging times. It was concluded that jogging time decreased significantly over the 13 sessions, and that independency-motive orientation subjects improved at a significantly faster rate when they set their own goals, while dependency-motive oriented subjects improved significantly faster when goals were teacher imposed.