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Goal setting is widely applied in sport. Whereas existing reviews have addressed the performance effects of goal setting, less is known about the concurrent psychological and psychophysiological effects. Therefore, we conducted a systematic review and meta-analysis that synthesised the effects of goal setting on task performance and various psychological and psychophysiological outcomes in sport. Searches returned 17,841 articles, with 27 meeting eligibility criteria. A meta-analysis of the performance effects and a narrative synthesis of the psychological and psychophysiological effects were undertaken. Process goals had the largest effect on performance (d = 1.36) compared to performance goals (d = 0.44) and outcome goals (d = 0.09). No significant difference in performance was found between specific (d = 0.37) and non-specific goals (d = 0.72). Process goals also had large effects on self-efficacy (d = 1.11), whereas studies guided by self-regulation theory (k = 5) produced the grea ....
This study examines, using a cross-sectional approach, the digital competence of academic teachers at a time when teaching shifted to digital distance learning at the start of the COVID-19 pandemic. Teachers from different academic fields at a large multidisciplinary Finnish university (N=265) responded to a questionnaire about the purposes for which they use digital tools in teaching, how they evaluated their competence at distance teaching during the lockdown of March-May 2020 and their beliefs about distance teaching. The respondents used digital tools in teaching mostly for delivering information. According to their evaluations, their competence in distance teaching increased during the early stages of COVID-19 pandemic in 2020, but their beliefs about distance teaching did not relate to the feelings of competence. Respondents with no experience in distance teaching before the lockdown evaluated their competence as having increased more than did respondents with previous experience ....