Goal Process
Goal processes are meaningful to a golfer’s progress because retention, recall, and skill attainment are affected. Goals provide a framework for behavior change in physical activity, and the goal focus can be specific or vague; however, the process benefits must apply to desired outcomes (Hawkins et al., 2020). Driving range practice or technique practice at home can benefit from the learning process goal; however, the golf course demands a problem-solving goal because each shot requires specific actions. Learning is limited when the learner’s actions are based on solving the problem, and this finite attention is identified as the goal specificity effect (Wirth et al., 2009). Learning process goals promote creativity and adaptability because the developed skills and decision-making have broader applications (Wirth et al., 2009; Hawkins et al., 2020).
For example, a golfer who chooses to practice a technique on the driving
range to solve a performance issue would not adapt to golf course conditions such as lie, weather, obstacles, or
fatigue factors. Yet, a golfer will foster creativity, imagination, and effective decision-making using a practice
format focusing on developing fundamental skills followed by game simulation. Therefore, the goal process
needs to be applicable to cultivate growth. However, confirmation bias can render all performance
development plans ineffective.
Confirmation Bias Pitfalls
Consuming information based on existing views while prohibiting the change of existing beliefs defines
confirmation bias, and selecting favorite information sources also reinforces bias (Allahverdyan & Galstyan,
2014). Filtering new information ranges from acceptance, non-commitment, and rejection; additionally,
extreme differences are often rejected during social interactions, while similar data based on existing
understanding is likely to be accepted (Allahverdyan & Galstyan, 2014). The danger of confirmation bias in
physical activities is a plateau of skill development or reducing creativity, imagination, and adaptive behavior.
Furthermore, the performance benefits of a golfers development plan can be temporary.
Aligning Goal Processes
Golfer A uses a drill to strike a golf ball better, while Golfer B identifies what is needed to hit specific shots.
Golfer A believes they can hit a shot after practicing a golf drill on the driving range and has adopted a
problem-solving goal. However, Golfer B uses learning process goals and focuses on using alignment sticks to
foster shot-specific setup elements and senses how setup influences movement. Thus, Golfer A would search for the drill sensation on the golf course, while Golfer B chooses the setup to match their golf shot. When
confirmation bias exists, skill growth could be limited. Therefore, cognitive coaching can be meaningful.
Cognitive coaching benefits
A golfer’s skill development requires a goal process; otherwise, the physical activity is reduced to
exercise. Working on your physical skills and aligning goal processes is significant because your time and
efforts are maximized. Goal methods exist beyond learning process goals and problem-solving goals; thus,
coaching can be significant. A trained cognitive coach combines scientific evidence, personalizes your goal process, and provides a method for tracking progress. Therefore, if you desire improved performance and decision-making, book an appointment with a cognitive coach.
Author’s Notes: Visit Hensey Sports website for more information, or book an appointment for
cognitive coaching, golf coaching, or custom club fitting. We value respectful
dialogue, science-based research, and positive mindsets; furthermore, we cultivate
your development and well-being based on your needs.
References
Allahverdyan, A. E., & Galstyan, A. (2014). Opinion dynamics with confirmation bias. PLoS ONE, 9(7).
https://doi.org/10.1371/journal.pone.0099557
Hawkins, R. M., Crust, L., Swann, C., & Jackman, P. C. (2020). The effects of goal types on psychological
outcomes in active and insufficiently active adults in a walking task: Further evidence for open goals.
Psychology of Sport and Exercise, 48, 101661. https://doi.org/10.1016/j.psychsport.2020.101661
Wirth, J., Künsting, J., & Leutner, D. (2009). The impact of goal specificity and goal type on learning outcome
and cognitive load. Computers in Human Behavior, 25(2), 299–305.
https://doi.org/10.1016/j.chb.2008.12.004
