The Influence of Self-Set Goals on Motor Skill Development among Secondary School Adolescents in Ogba/Egbema/Ndoni Local Government Area of Rivers State

Abstract

This study, titled The Effect of Self-Set Goals on Motor Skill Acquisition among Secondary School Adolescents in Ogba/Egbema/Ndoni Local Government Area of Rivers State, explored the relationship between self-set goals and motor skill performance in adolescents. Goal setting is a critical factor influencing motivation, learning, and skill acquisition, yet its application in motor skill development among adolescents remains underexplored. The study was guided by four research questions that focused on the relationship between self-set goals and motor skill acquisition, differences in performance between adolescents with and without self-set goals, factors influencing goal effectiveness, and strategies to optimize goal setting. A descriptive survey research design was adopted, with a population (N) comprising secondary school adolescents in the study area. A sample (n=100n = 100n=100) was selected using stratified random sampling to ensure representation across schools and demographic characteristics. Data were collected using a structured questionnaire and the Test of Gross Motor Development-3 (TGMD-3), which assessed motor skills through locomotor and object control tasks. The research instruments were validated by experts in physical education and psychology, achieving a high reliability coefficient (r=0.85r = 0.85r=0.85) through a pilot test. Quantitative data were analyzed using descriptive statistics such as mean (Xˉ\bar{X}Xˉ), standard deviation (SDSDSD), and frequency counts, alongside inferential statistics such as Pearson’s correlation coefficient (rrr) to determine relationships and independent samples ttt-tests to analyze differences. The findings revealed a significant positive relationship (r>0.5,p<0.05r > 0.5, p < 0.05r>0.5,p<0.05) between self-set goals and motor skill acquisition, with adolescents who set goals demonstrating superior performance compared to those who did not (t=3.45,p<0.01t = 3.45, p < 0.01t=3.45,p<0.01). Factors such as motivation, perceived competence, and feedback were identified as critical to the effectiveness of self-set goals. The study concluded that self-set goals are pivotal in enhancing motor skill acquisition among adolescents, and their application should be emphasized in physical education programs. Recommendations included training students on goal-setting techniques, fostering a supportive learning environment, and involving parents and communities in promoting goal-oriented activities. This research contributes to the growing body of knowledge on goal-setting theory and its practical implications for adolescent development in motor learning contexts.