Goal-setting Process Research Articles

Supply chain management and the performance of small and medium scale enterprises in Nigeria

This paper examined the relationship between supply chain management practices (SCM) and performance of small and medium enterprises (SMEs) in Nigeria. It aimed to explain how SCM practices like strategic suppliers’ alliances, information sharing, and collaborative governance impacts the performance of SMEs in Nigeria. SME success was measured using a continuum of operational efficiency, customer satisfaction, and profitability. To reach the study's goal, a survey research approach was used, with a sample of 352 respondents representing the owners and senior management members of registered SMEs in Nigeria. Because the study depended on quantitative analysis, respondents' opinions were collected using a standardised closed-ended questionnaire. The gathered data was analysed using IBM SPSS 28 and IBM AMOS. The study found a positive and substantial correlation between chosen SCM practices and the performance of SMEs in Nigeria, as shown by the coefficients and p-values (SSA = 0.544; P <.001; IFS = 0.621; P <.001; CGV = 0.673; P <.001). It is therefore argued that SCM techniques such as strategic partnerships with suppliers, information sharing, and collaborative governance have a favourable and significant influence on the performance of SMEs in Nigeria. Consistent with the findings and current literature, this study recommends that Nigerian SMEs form strategic supplier relationships by sharing continuous improvement programs with important suppliers and include key suppliers in their planning and goal-setting processes. Keywords: Supply Chain Management, Strategic Supplier Alliance, Information Sharing, Collaborative Governance, Performance.

Impact of Leadership on Employee Behaviour and Attitude in The Ministry of Finance, Ghana

Purpose: This study investigates the influence of leadership on employee behaviour and attitude in the Ministry of Finance in Ghana. It specifically focusses on how leadership practices affect productivity in a public sector setting. The research investigates the adaptive qualities of leadership styles and their efficacy in meeting the varied demands of employees, based on the principles of Situational Leadership Theory (SLT). Methodology: The study utilises a descriptive survey method. The study population consists of all 628 employees of the Ministry, with a sample size of 246 determined through a multi-stage sampling process. Data is obtained by questionnaires. Findings: The findings suggest that leadership roles and practices have a moderate impact on employee behaviour and productivity. Leaders are seen as successful role models, but they are lacking in providing personalised support and effectively communicating goals. The effectiveness of leadership tactics is not considerably influenced by age. The study's findings suggest that implementing leadership development programs, improving communication methods, and providing individualised support mechanisms will promote organisational efficiency and employee engagement in the Ministry of Finance. Policy Implications and Recommendations: Ministries should develop and implement comprehensive training programmes for leaders that focus on enhancing role modeling, setting high performance expectations, and providing effective intellectual stimulation. Governmental ministries should introduce policies and practices that improve the communication of organizational goals and increase employee involvement in the goal-setting process.

실효성과 인과성의 의사결정 논리가 스타트업의 재무적 성과에 미치는 영향: 정합성 분석을 중심으로

Recent research on founders’ goal-setting processes suggests that contrasting decision-making approaches, namely, the effectuation and causal approaches, coexist and complementarily affect business performance. This study analyzes the impact that effectuation and causation have on financial performance and the effect of congruence between the two approaches. The contributions and implications of the findings are as follows: First, we show that causal logic has an independent effect on sales growth and that there is no difference in the effect on sales growth when the implementation level of causation and effectuation are similar to each other. This suggests that the contributions of causation and effectuation to sales growth are not complementary; rather, both principles can follow their own paths to increased sales. Second, effectuation has a greater effect on asset growth than causation, i.e., asset growth accelerates as the level of effectuation increases above average. This suggests that effectuation principles are better suited to a startup's growth path than causation principles. Third, we find evidence that causation logic has a negative effect on operating profits, and average operating profits do not vary with the degree of congruence between effectuation and causation principles. Lastly, effectuation and causation decision logics are not mutually exclusive approaches but are based on different assumptions about the process of setting and achieving business goals. This study demonstrates that using the appropriate framework between effectuation and causation, depending on the goals and constraints of the decision, can lead to better performance.

Shedding Light on the Black Box of Rehabilitation: Differential Short- and Long-Term Effects of Multidisciplinary Multiple Sclerosis Rehabilitation.

The study of the effectiveness of multidisciplinary rehabilitation (MDR) and how the symptoms and needs of individuals with multiple sclerosis (MS) interplay with the diversity of MDR interventions is still a conundrum, often referred to as a black box. We conducted a partial crossover randomized controlled trial with follow-ups at 1 (discharge), 6, and 12 months. Based on their rehabilitation goals, each patient was categorized into 1 of 5 main focus areas (MFAs) prior to admission: Resilience, Cognitive Function, Energy, Physical Function, and Personal Needs. The Functional Assessment of Multiple Sclerosis (FAMS) instrument scores were the primary outcome. MFA groups varied in age (P = .036), MS type (P = .002), Expanded Disability Status Scale score (P < .001), time since diagnosis (P = .002), and FAMS at baseline (P < .001), as well as in composition and quantity of MDR services. At discharge, significant FAMS improvements were found in all 5 MFA groups (FAMS change > 10.4, P < .05), but the affected subdimensions and persistence of improvements varied among MFA groups. At the 6-month follow-up, estimates of controlled differences in FAMS were 9.9 (P =.001), 5.6 (P = .196), 8.5 (P = .008), -1.4 (P = .548), and 17.9 (P = .012) for the Resilience, Cognitive Function, Energy, Physical Function, and Personal Needs groups, respectively. This study demonstrated that inpatient MDR improves functioning and health-related quality of life in people with MS; the type, degree, and persistence of the benefits are associated with a patient's main focus area of rehabilitation, which signifies the importance of the goal-setting process in MDR.

The peculiarities of setting goals in geriatric rehabilitation

Aim. To determine the peculiarities of setting SMART goals in geriatric rehabilitation. Materials and methods. Materials of scientific publications and international guidelines on the organization of rehabilitation; methods of data analysis, systematization and generalization were used. Results. Age-related physiological changes in the body of older people combined with their own life experience and individual personality qualities require special approaches to setting goals in geriatric rehabilitation. When setting goals in geriatric rehabilitation, certain problems may arise: patients may feel that their opinion is not sufficiently taken into account, and difficulties in understanding what exactly they expect from the rehabilitation process; specialists may have doubts about the ability of older patients to formulate realistic goals; not all patients seek an active role in the goal-setting process. To solve these problems, members of the multidisciplinary team can use certain tools: the use of language that is understandable for the patient in discussions; determination of the patient’s role in setting goals; achievement of a balance between the patient’s wishes and capabilities; demarcation of goals to better achieve them. Directly, the process of setting goals can be presented as a process consisting of three stages: introduction, goal setting, summary and clarification of goals. The authors consider in detail the actions that must be performed by members of the multidisciplinary team at each stage. The use of a three-step algorithm for forming goals can help specialists better interact with the patient and better form the goals of the rehabilitation cycle. Conclusions. The article highlights the problems that arise when setting goals in geriatric rehabilitation; tools for solving these problems and a three-stage goal formation algorithm, which allows increasing the efficiency of interaction with the patient to achieve the SMART goals set have been proposed.

Role of Diagnostic Nerve Blocks in the Goal-Oriented Treatment of Spasticity with Botulinum Toxin Type A: A Case-Control Study.

The goal-setting process is pivotal in managing patients with disabling spasticity. This case-control study assessed the role of diagnostic nerve blocks in guiding the goal-setting process within goal-targeted treatment of spasticity with botulinum neurotoxin-A. In this case-control study, patients with disabling spasticity underwent either a goal-setting process based on the patient's needs and clinical evaluation (control group) or additional diagnostic nerve block procedures (case group). All enrolled patients underwent a focal treatment with botulinum neurotoxin-A injection and a 1-month follow-up evaluation during which goal achievement was quantified using the goal attainment scaling-light score system. Data showed a higher goal achievement rate in the case group (70%) than in the control group (40%). In conclusion, diagnostic nerve blocks may help guide the goal-setting process within goal-targeted treatment of spasticity with botulinum neurotoxin-A towards more realistic and achievable goals, thereby improving the outcomes of botulinum neurotoxin-A injection. Future studies should better explore the role of diagnostic nerve blocks to further personalize botulinum neurotoxin-A according to individual patients' preferences and requirements.

Adaptation of COMPASS for use in Autism-Specific Schools in Australia: A Cluster Randomized Trial.

Autistic students are educated in Australia across a variety of contexts and almost all educators use individualized goal-setting as a way of ensuring appropriate accommodations and curriculum modifications. Educators experience similar challenges when developing individualized goals for students, including lack of a standardized process for goal setting, inconsistent support networks, and challenges with data-driven goal-setting. The purpose of our research was to adapt and trial the Collaborative Model for Competence and Success (COMPASS), a research-based intervention aimed at improving the individualized goal-setting process for autistic students. Our primary hypothesis was that autistic students who participate in COMPASS would demonstrate more growth on their individualized outcomes relative to autistic students who receive services as usual (SAU). To answer our primary research question, we applied a single-blind cluster randomized trial. Participants were randomized into one of two groups: (a) a COMPASS intervention group and (b) a SAU group. Results indicate that students whose teachers received the intervention made more progress on their final individualized goals than those who received SAU, replicating previous findings regarding COMPASS in the US. Also, the adaptation of COMPASS for an Australian context showed high rates of satisfaction and fidelity. The success of this intervention in improving the progress that students make on their individualized goals demonstrates the benefits of a standardized intervention that supports teachers and families in this critical practice.

Child-led goal setting and evaluation tools for children with a disability: A scoping review.

To examine child-led goal setting and evaluation tools and approaches for children with a disability or developmental delay. Six databases were searched for studies that included population (children aged less than 18 years with disability or developmental delay); construct (child-led goal setting tool or approach); and context (developmental therapy or rehabilitation). The utility of tools and approaches across the goal setting and evaluation process was investigated using abductive content analysis. Fifty articles met the inclusion criteria. Three approaches and four tools for child-led goal setting and evaluation were identified. No studies reported the clinimetric properties of tools specifically for child self-respondents. Qualitative analysis revealed six distinct goal phases in which tools and approaches were used, which were synthesized into a new framework for child-led goal setting and evaluation titled DECIDE: Direct children to goal setting; Elicit goal topics and priorities; Construct a goal statement; Indicate baseline goal performance; Develop an action plan to address the goal; and Evaluate goal progress after the intervention. Children actively participated in goal setting and evaluation across six DECIDE goal phases. Further clinimetric information is required to support use of goal setting and evaluation tools with child self-respondents. Future research should emphasize the development of multi-phase goal setting tools and approaches for diverse populations of children.

Creating Transformative Research–Practice Partnership in Collaboration with School, City, and University Actors

Traditional educational research has been criticized for the gap between the research and practice communities, meaning that outcomes do not transfer to educational praxis. To meet this challenge, policymakers, funders, and researchers are developing research–practice partnerships (RPPs). The purpose of this research is to study the research–practice partnership as a strategy for educational transformation in the Finnish educational context. This study highlights the multifaceted perspectives of key RPP stakeholders: teachers, principals, municipality administrators, and researchers. Their experiences were explored through semi-structured interviews. The data were examined through content analysis and categorized into themes depicting the goals and goal-setting process in RPPs, the experiences of RPP activities, and the factors facilitating and challenging RPPs. The results show that stakeholders viewed the goals through the perspectives of professional development; supporting the growth and learning of students; and developing school, municipality, and research practices. Regular participation solidified the commitment to the RPP process. Horizontal interaction worked well between stakeholders, but challenges arose with vertical interaction. We found multiple roles for researchers and municipality administrators. Researchers found that they take on a new role in RPPs as change agents and facilitators. Regarding the facilitating or challenging aspects of RPPs, an open and flexible attitude and atmosphere and readiness for change are demanded on all actor levels. Mutual appreciation and sensitivity facilitate RPP activities. We propose taking all stakeholder perspectives into account when designing RPPs aimed at systemic change and that RPP processes should facilitate both horizontal and vertical interaction.

Solutions for Independent Goal Setting and Implementation of Primary School Students Fostering the Competence of Learning to Learn

The paper analyzes what personal goals primary school pupils are able to set on their own and how they achieve them in their decision-making process, thereby developing competence in learning to learn. In this work, the reader will be able to get acquainted with the theoretically grounded concept of the development of competence in learning and the possibilities of developing this competence in primary schools. In addition, it provides practical tools for the quality development of students’ learning competence, where students not only set personal goals and plan the steps to achieve them but also reflect on their experiences. An action research study analyzed the content of students’ (N = 50) personal learning diaries, discussing the students’ learning goals and the choices they make to achieve them and reflecting on the efforts made, and results were obtained in the development of the competence to learn. Based on the study findings, it is evident that fourth-grade students exhibit distinct patterns in individual goal setting, action-planning, and reflection processes. The analysis presented in this paper analyzes the general highlights and overarching themes and provides specific instances of goals, activity tasks, and reflections, offering insight into the cognitive processes of fourth-graders and their perceptions regarding the benefits and challenges of learning.

Career Goal Setting Knowledge and Practices among Mid-West University Students

This study examines Mid-West University student's career goal setting knowledge and practices among Mid-West University students. Main objective of the research is to assess and describe MU student's knowledge and real life practices in the course of their career goal setting efforts and getting desired success. Thematic analysis associated with qualitative approach was used to analyze qualitative data derived from students studying at Mid-West University School of Management (MUSOM), Central Campus of Education and Central Campus of Humanities and Social Sciences. To explore and describe the ways students perceive career goal setting process, experience faculty member's teaching, view linkage between courses and career, importance of hearing parents, conducting internship, ideological influence, pressure, and network in terms of shaping career path. 220 graduates were asked questions related to career goal setting and practices via email and group interview. Six themes were generated from the data collected through the purposive sampling. 20 students were provided the list of questions for collection of more comprehensive information and 200 students were provided just list of activities they could use when developing career goal. The interpreted data offers the conclusion that graduates lacked analytical skill to contextualize their understanding. But they clearly understood different activities such as seminar, presentation, workshop, research, networking, planning and developing communication and leadership skills, and continued reading for making them aware of developing relevant career goal and achieving practical outcomes.

Exploring Goal-Setting and Achievement Within Reablement: A Comparative Case Study of Three Countries.

Over the last two decades, reablement programs have been studied and implemented internationally. Goal-setting and multidisciplinary collaboration are central elements of reablement. Unfortunately, limited intervention descriptions leave questions on how they are applied in practice and how goals set by the user are achieved. As a consequence, healthcare providers and organizations often lack knowledge to implement and align reablement to their national and local context. This study aimed to collect data on goal-setting and achievement, and multidisciplinary collaboration within reablement services to provide insight into how these processes inform reablement practice as well as to explore the experiences of healthcare professionals in Norway, New Zealand, and the Netherlands. A qualitative exploratory design was used comprising three focus group interviews with 20 healthcare professionals (nursing and allied health) involved in reablement programs from the three countries. Purposive sampling was employed considering a mix of gender, age and educational level. Findings reflected healthcare professionals' experiences and reablement processes in three main themes: (1) Goal-setting processes; clearly demonstrating goal-setting as an essential part of reablement and contributing to better understanding of users' motives; (2) Impact of goal-setting on multidisciplinary collaboration; promoting a sense of community, learning climate, job satisfaction and task-shifting; and (3) Behavior change techniques used to reach users' goals, promoting self-reflection and changing users' perspectives. This study offers valuable insights from three countries. Goal-setting serves a crucial role enabling effective reablement implementation across diverse contexts. More specifically, to facilitate tailoring of reablement programs to the user's needs as well as establish more effective multidisciplinary collaboration by promoting trust, shared vision, and utilizing each other's expertise. However, despite the acknowledgement of the significance of reablement, it was reported by all that a cultural shift is necessary for users, informal caregivers as well as healthcare professionals.

A joint venture: patients’ experiences with goal setting in rheumatology rehabilitation – a qualitative study

Purpose To explore how patients with rheumatic musculoskeletal diseases (RMDs) perceive participation in the goal setting process prior to interdisciplinary rehabilitation. Methods We conducted semi-structured interviews with 22 participants admitted to an interdisciplinary rehabilitation stay for patients with RMDs at two Danish rehabilitation centres. Qualitative content analysis was applied. Results The participants perceived goal setting as a joint venture between two parties: the health professionals and the participant. Three categories were formed, which described both facilitators and barriers in the process. Responsibility for goal setting described the importance of shared responsibility, or health professionals as experts, taking full responsibility for goal setting. Equipped for goal setting included perceptions of being well prepared for the process, or considerations that goal setting was difficult because of a lack of information. An equal member of the team entailed both the feeling of being recognised as one in the team, or feeling like an outsider. Conclusion Goal setting is perceived as a challenge by some patients. Participation in goal setting depends on both the capacity and the opportunity to participate which are factors linked to patients’ level of health literacy.

긍정심리 집단상담 프로그램이 위기청소년의 자아존중감, 정서조절력, 회복탄력성에 미치는 효과

Objectives The purpose of this study was to determine whether a positive psychology group counseling program had a positive effect on the self-esteem, emotional control, and resilience of the youth at risk.&#x0D; Methods To this end, we developed a group counseling program for organizational youth based on positive psy-chology through a four-step process of goal setting, preliminary research, program and improvement. In early April 2023, problem youth were identified through a screening scale, and after going through the process of agreeing to participate, on September 10th, starting in April, once a week for 2 hours (100 minutes) for a total of 10 people. The program was explained 7 times, a total of 14 times. Mann-Whitney U insurance is claimed to verify the homo-geneity of the experimental group and comparison group, Wilcoxen Matched Pair Signed-Rank claim is claimed to claim the pre-post score change of the experimental group and comparison group, and group is claimed. Analysis was performed using the Mann-Whitney U test.&#x0D; Results As a result of analyzing the effectiveness of a positive psychology group counseling program for at-risk youth, the post-average for self-esteem, emotional control, and resilience all increased statistically significantly compared to the pre-average. Through this, it can be seen that the positive psychology group counseling program has a positive effect on the self-esteem, emotional control, and resilience of the youth at risk.&#x0D; Conclusions The possibility of a positive psychology group counseling program was confirmed as a way to in-crease the self-esteem, emotional control, and resilience of the youth at risk. In other words, it is very important for youth in crisis to focus on positive aspects such as personal strengths and virtues, rather than focusing on neg-ative aspects.

Стратегическое планирование как инструмент обеспечения технологического суверенитета

The article substantiates the objective need to intensify the use of strategic planning tools in the practice of public governance for the creation of a new competitive development model aimed at ensuring technological sovereignty in the conditions of external restrictions. Particular emphasis is placed on considering the process of goal setting in the scientific and technological sphere and its linkage with the general tasks of development of the real sector of the economy. In this regard, program and regulatory documents in force in the field of scientific and technological development are analyzed, of current program and regulatory documents in the field of scientific and technological development is carried out, their inconsistencies and problematic (bottleneck) areas are identified, and on this basis, measures are proposed to improve the process of strategic planning of scientific and technological development and its transfer to a systematic basis.

Life Goal Domains, Traits, and Setting Process in the Collaboration between Healthcare Professionals and Cancer Survivors: A Scoping Review.

: This study aimed to describe the classification of goal domains, goal traits, and the goal-setting process as revealed by previous life goal-setting practices of healthcare professionals collaborating with cancer survivors. : The design was a scoping review. The MEDLINE, Academic Search Premier, and CINAHL databases were searched and mapped for papers with descriptions of goal domains, goal traits, and the goal-setting process. Goal domains were classified as life goals that were health-related, psychological, social, achievement-related, and leisure goals. Goal traits were classified based on specific, measurable, achievable, relevant, and timed (SMART) criteria. The goal-setting process was classified based on the frameworks of goal-setting phases (preparation, formulation, follow-up) and their components. : In total, 229 papers were identified, and 24 papers were included in the final analysis. All papers included health-related goals, followed by psychological and social goals. All goal domains were included in 41.7% of the papers. Relevant goals were the most common and timed goals were the least common. All papers included either of the components that comprise the preparation or formulation phases. We found that 12.5% of papers did not include any of the three components of the follow-up phase. : The life goals collaboratively set between cancer survivors and healthcare professionals were characterized by the following: psychological and social goal domains, numerous goal domains, more relevant goals and fewer timed goals, low proportion of patient education in the preparation phase, and high proportion of evaluation of progress or achievement in the follow-up phase.

Be SMART: Promoting goal setting with students at-risk of early school leaving through a mentoring program

Mentoring programs are a very popular tool in educational contexts. Over the years, many schools have been using mentoring programs to improve academic adjustment and counter the disengagement of students at risk of early school leaving. Since 2016, the Portuguese Ministry of Education has implemented a universal educational policy focused on the implementation of mentoring sessions in public schools. This policy targets students older than 12 years old with multiple school retentions and diverse characteristics likely to place them at risk of early dropout. In the context of this policy, a school-based mentoring program to promote SMART goal-setting skills through the training of self-regulation was developed to be implemented with elementary and middle school students at-risk of early dropout. The 20-session program was implemented over two school terms. Throughout the program, we conducted a multiple case study to examine how students’ goals and SMART goal-setting processes may change after their enrollment in the mentoring program. Students’ goals were collected pre- and post-program through the fulfillment of life map diagrams. Post-program overall data indicated that most students set more academic and fewer non-academic goals. However, a granular analysis showed that a group of older students (17 years old) did not set any academic goal in both pre- or post-program moments; furthermore, only younger students (aged between 12 and 16 years old) integrated SMART characteristics into their academic goals. Limitations and future research directions, as well as implications for practice, are provided.

A SCOPING REVIEW: EXPLORING COLLABORATIVE GOAL SETTING AMONG AGING ADULTS AND CARE PARTNERS

Abstract Evidence suggests that goal setting and care partner support help aging adults improve their health. Less is known about how aging adults and care partners collaboratively participate in goal setting. The purpose of the current review was to describe the scope of the literature on this topic. A search was conducted in PubMed, CINAHL, SocINDEX, and PscyINFO. Reviewers screened 1,231 articles for the following inclusion criteria: 1) Participants included aging adults (50+ years) and care partners, 2) Goal setting was conducted, and 3) Articles were in English. Of the twenty-nine articles that were included, most (n=21) assessed goal setting for care partners and aging adults separately. Goal setting was primarily directed toward patient care, with only a few studies prompting care partner specific goals (n=4). Common goals reported by aging adults were independence, improving or maintaining functioning, addressing symptoms, and remaining socially active. Care partners listed similar goals but also identified accessing services and supports as important. This review is the first to describe goal setting with aging adults and their care partners, revealing concordant and discordant prioritization of goals within dyads. These findings illustrate the importance and potential complexity of including care partners in the goal setting process. We also found that collaborative goal setting and care partner directed goals are scarce, indicating the need for additional work in this area. Collaborative goal setting aligns with patient and family-centered care approaches and can contribute to better care plans that meet the needs of aging adults and their care partners.

ПОСТАНОВКА МЕТИ НАВЧАННЯ – ГОЛОВНИЙ ЧИННИК ПІДВИЩЕННЯ ЕФЕКТИВНОСТІ НАВЧАННЯ МЕДИЧНОЇ ТА БІОЛОГІЧНОЇ ФІЗИКИ В МЕДИЧНИХ УНІВЕРСИТЕТАХ

The proposed article analyzes the problem of setting learning goals in the study of medical and biological physics. The role of the goal as the main factor in increasing the effectiveness of training is revealed. Considered necessary conditions for the existence of an informational educational environment. Definition of the problem of setting the goal of learning in the study of medical and biological physics. The concept of “effective activity” is analyzed as the activity of setting and achieving a system of interconnected goals. Formulated the general goals of studying the discipline “medical and biological physics” in a higher medical educational institution. The goal-setting process is considered as a complex, systematic activity to build a clear system of goals, which consists of categories and successive levels. Formulated requirements for the goals of effective teaching of medical and biological physics. In order to systematize the goals, three main stages of training are identified: motivational, organizational, and controlevaluation, and a sequence of specific pedagogical goals is determined for each stage of training in a medical university. Conclusions have been made regarding the organization of effective teaching of medical and biological physics.

Modeling the maturation process of high performance-oriented child athletes

The article considers the problem of growing up of individuals in the sports field of activity aimed at achieving high sports results. Based on the theoretical developments of researchers N. V. Veselkova and E. V. Pryamikova, aimed at identifying the social nature of maturation competence, as well as the author's sociological study «Longevity in high-performance sports», carried out by the method of questionnaire survey of high-class athletes (n=400 people, the sample "snowball"), theoretical and applied research of modeling the maturation process of child athletes aspiring to become high-performance athletes was carried out. Modeling of the process of maturation of this category of population was carried out in two directions: first, the influence of external conditions on the process of maturation - the environment in which the individual is formed; circumstances in which the individual is forced to be and their perception; subjects surrounding the personality and their direct influence on it. Secondly, the influence of internal characteristics of the individual - internal qualities, personality traits, the dominant of which is the ability to cognize oneself, which allowed us to form an internal and external model of growing up. The external model of growing up in the sphere of sport is characterized by a high level of social influence on the subject, contributing to the formation of social thinking in young athletes. The internal model of maturation develops the subjectivity of young athletes to a greater extent, which is facilitated by the process of goal-setting of actions, a high level of responsibility to society for the achieved result. The aggregate of the actor's subjectivity and his social thinking form the internal-external model of actors' maturation in the sports sphere of activity, which allowed the athlete to achieve a high level of sports results.