Goal Setting in the Movie "Rocky"

Course Description;
This course examines SPORT by applying psychological theory and research to the many different domains of SPORTS.
Movie/TV/real Life Assignment
Instructions
The application paper is designed to give you the opportunity to analyze the use of psychological skills in a movie, TV show, or real life experience based on your knowledge of Sport and Exercise Psychology.  You will choose one (1) of the topics covered in class and discuss how that skill is portrayed in a movie, TV show, or real life situation.  
***For this paper I choose the topic GOAL SETTING and make a connection to a movie. The topic of movie must relate to sports and goal setting. The at least 5 resources can only use class material and textbook (see the attachment)
Materials from the class:
Goal setting is one of the most commonly used techniques in sport, business, and everyday life. In fact, of all the skills we discuss in this class, goal setting is likely the one you have utilized the most in your life. While using goal setting is an important step to success, it is critical to apply effective goal-setting techniques if you want to maximize your results. 
In this module you will learn effective goal-setting techniques. That will include the different types of goals you can set and an easy 4-step process you can use to set goals for yourself and others. You will also gain an understanding of the theory behind goal setting and why it is effective.
Defining Goals
When people set goals, they generally say things like, “I want to get good grades,” “I want to get in shape,” or “I really want to start eating healthier.” Unfortunately, setting these types of ambiguous goals often leads to failure and disappointment. In order to successfully use goal setting, it is important to have an understanding of the different types of goals and when to use them. 
Objective vs. Subjective Goals 
One of the simplest ways to look at goal setting is to differentiate between objective and subjective goals. 
Objective goals are very specific, clearly defined goals that leave no room for interpretation. In other words, when evaluating an objective goal, it is easy to see whether or not the goal was met. Losing 15lbs in 6 months, running 10k in less than 45 minutes, and making above 80% of free throws are all examples of objective goals. It is extremely easy to identify whether or not those goals have been achieved.
Subjective goals are general statements that are difficult to measure or define and are up to interpretation. When evaluating subjective goals, it can be hard to identify if they were met, and the answer may be different depending on the person evaluating them. Getting in shape, eating better, and doing well in school are all examples of subjective goals.
Key Point
Based on these definitions, objective goals are much more effective than subjective goals, and, as such, we should be careful to make sure all of our goals are objective.
Outcome, Performance, and Process Goals 
In addition to being objective, effective goals fall within three basic categories: outcome, performance, and process goals.
Outcome goals, as the name would suggest, typically refer to the result of a competition or other event (e.g., exam, weight-loss program, semester). Outcome goals give us a sense of purpose and remind us what we are working toward.
Performance goals are generally used by people to improve upon a previous performance or standard. Examples include improving running time for a 1-mile race, increasing a free-throw percentage from 70% to 80%, or earning an 80% on a final exam after earning a 75% on the midterm.
Process goals focus on the small steps, or processes, an individual must go through to be successful in a performance. To be successful in a course, a student might set a goal of attending all classes or reviewing her notes after every class for 1 hour. A person trying to lose weight might set a goal of running for 30 minutes 5 times per week. Process goals are almost entirely in the control of the individual and are extremely effective, as they give the person something to focus on every day.
When used together, outcome, performance, and process goals can be very effective. In fact, when used in combination, these goals can provide people with an excellent roadmap for success. Let’s take the example of a student who would like to get 80% or better in his math course. Earning 80% in the class would be his outcome goal. After receiving a 75% on his midterm exam, he might set a performance goal of earning 90% or better on his final exam. That performance goal will help him reach his outcome goal. Finally, to achieve his outcome and performance goals, he might set the process goal of studying for his final exam for 2 hours per day, for 10 days. By using all three types of goals, the student has set the course for success.
Why Goal Setting Works
When used correctly, goal setting is an extremely effective technique for improving performance. In fact, over 90% of studies show that goal setting positively affects behaviour (Weinberg & Gould, 2011). There are two explanations for why goal setting works: the indirect thought-process view and the direct mechanistic view.
The Indirect Thought-Process View
The indirect thought-process view suggests that goal setting influences psychological factors, including anxiety and confidence. When people set goals, they feel in control, less anxious, and have a greater belief in their ability to be successful. By influencing those psychological factors, goal setting indirectly enhances performance.
The Direct Mechanistic View
According to the direct mechanistic view, goal setting improves performance because it puts people in action. In other words, when people set goals, they start working to achieve those goals and persist even in the face of failure. This leads to improved behaviour and enhanced performance.
The 4-Step Process of Goal Setting
Effective goal setting can be accomplished through a simple 4-step process.
Step 1: Climb the stairs to goal achievement.
The first step to achieving a goal is to identify the small steps you must take to reach that goal. Just as you need to take several steps to climb a flight of stairs, you also need to take several small steps to achieve a goal. These small steps give you something to focus on every day as you work toward your goal.
Step 2: Set S.M.A.R.T. goals.
After you identify the small steps you must take to achieve your goal, it is important to make sure your goals are S.M.A.R.T.:
• Specific
• Measurable
• Attainable
• Realistic
• Time based 
Step 3: Set goal-achievement strategies.
The third step of goal setting is to identify a few things that you can do to set yourself up for success. These are things you can do soon (within a week) that will help you get started on your journey. Buying running shoes, joining a gym, or buying healthy cookbooks are all examples of goal-achievement strategies.
Step 4: Flag the minefield.
The final step in goal setting is to identify any mines or roadblocks that might impede your progress. When you can identify these mines, you are able to develop strategies to avoid them, which can prevent a relapse.
***Please use and cite above class materials and relate them to the movie.
***I also upload the chapter of textbook of this topic (goal setting), please make some connection.
Reference of the textbook: Robert S. Weinberg and Daniel Gould, Foundation of Sport and Exercise Psychology (7th edition), Human Kinetics.
Your papers must be written in the following format (all three papers will follow the same format). Any papers that do not follow this format WILL NOT be accepted and you will receive a 0 on the project. 
 
Paragraph 1: A very brief one-paragraph summary of the movie, TV show, or real life situation. For a movie or TV show, it should only be a few lines (no more than 10). Assume I have seen the movie or show so just remind me what it is about. 
The rest of your paper should address the topic that is covered in the movie, TV show, or situation. Identify the topic and then describe how it was shown in the movie, show, or situation. Be sure to compare what you saw in the movie, show, or situation to what was covered in class and the textbook. For example, if you choose confidence as a topic, discuss how confidence affected people in the movie, show, or situation and then discuss how that is similar or different from what we have learned in class about confidence. Show me that you understand the course material and can use that knowledge to analyze how the movie, show, or situation depicts it.   
For each paper you will choose one topic, you should be sure to address the following questions: 
 
· Explain the use of the topic in the movie, show, or situation (you do not have to address EVERY scene in which they show the mental skill but please make sure you are thorough).  
· Present a critique of both appropriate and inappropriate strategies shown or used as they relate to the topic.  
· Identify what you would do differently in working with the team, athlete, or individual portrayed in the movie, show, or situation.  
· Address implications for your own field. For example, how would you apply what you have learned from the movie, show, or situation (and class) to develop this same mental skill (e.g., goal setting) in your field?  
· Be sure to use appropriate references and include a reference page at the end of the paper. 
 
Grading: 
You will be graded on their paper based on the following criteria: 
                                    Summary of movie or situation          5  marks 
                                    Discussion/analysis of topic                20 marks 
                                    Connection to course material            20 marks 
                                    Spelling, Grammar, and Flow             5 points