Assigned and self-set goals: effects in the learning of the salon dart throwing - DOI: 10.4025/reveducfis.v20i4.6682

Abstract

The assigned and self-set goals effects in the acquisition of one discrete motor skill was analyzed with 45 subjects (24.4+3,2 years old) untrained on the salon dart throwing. The design had pre-test, acquisition phase and post test, with three groups of goal setting difficulty: control, with 10% of difficulty and 30% of difficulty but the score analysis did not find any effect. At the end of experiment it was applied a questionnaire about self-established goal setting. The identification of self-established goal setting directed to a new group classification and reorganization accordingly to these new difficulties. There was too easy, easy and unachievable goals but there was no difference between these groups as well.