Gymnasts in training: The differential effects of self-and coach-set goals as a function of locus of control

Abstract

This study investigated the relationship between goal-setting strategies and locus of control on on-task behavior. Four female Level 8 and 9 gymnasts were selected to participate, two with an internal, and two an external locus of control. Using a within-subjects, alternating treatment design, subjects were exposed to both self-and coach-set goal conditions. Results revealed a differential effect; subjects with a more internal locus of control spent relatively more time on-task under the self-set goal condition while those with a more external locus of control spent more time on-task when the coach set their goals. Implications for the theoretical understanding of goal setting processes as well as more applied considerations for coaching practice are considered.