The effects of three types of goal setting conditions on tennis performance: A field-based study

Utilizing a two-stage random sampling technique, this study investigated th e effect of three types of goal setting conditions (self-set, instructor-se t, and "do your best" control) on tennis serving performance of college stu dents (N = 156) in nine beginning tennis classes. A 3 x 2 x 5 (goal setting conditions x gender x trials) ANCOVA with repeated measures on the last fa ctor and baseline performance as the covariate was computed. A significant interaction of goal setting conditions by trials was revealed (p < .003) Wi th follow-up procedures favoring the instructor-set and self-set goal group s over the "do your best" group at the second and fourth trials. Further, a t trial two, the instructor-set group was statistically superior to the sel f-set group. From this significant interaction, it appeared that the instru ctor-set and self-set goals enhanced students' performance on the tennis se rving task.