TARGET is an acronym that corresponds to Task, Authority, Recognition, Grouping, Evaluation, and Time. It refers to an analytical procedure based on objective theory, providing means for educators to establish inspirational perceptions in school and home environments. The framework requires people responsible for action implementation towards achievement of set objectives, to have the prerequisite information needed for program development and application of interventions. Targets should be well documented with a detailed explanation of how each of them was developed. The utilization of TARGET structures in physical activities can transform students’ perceptions of motivational climate and promote positive attitudes of self competences.
In my view, sports and e ducation, and sport situations are the ultimate backgrounds upon which TARGET structures such as authority, task, time recognition, and grouping can be explored. Morgan and Kingston (2010) explain that the structures constructively influence the emotional as well as the cognitive responses of learners taking part in the sport or class lessons. For instance, Barkoukis, Tsorbatzoudis and Grouios (2008) assert that concerning perceptions of the motivational climate, learners in the intervention group tend to perceive a better performance and learning orientation among themselves since the teacher lays emphasis on learning orientation during the intervention. This implies that the application of high task and authority by the teacher in an intervention group translates to a personal improvement in the learning process.
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Further, task and evaluation intervention has considerable implications on ability perceptions. Case in point, teachers can use the basic concept of intervention tactics by applying drills with a sequence of difficulty level and allowing students to work out the scales on their own. According to Ames and Archer (1988), teachers may also support students in setting goals as well as performing self-assessments for educational and sports performance. This strategy could help students to construe more relevant and rational perceptions of proficiency better.
Regarding the authority structure, I think that teachers and sports coaches should allow learners to participate in decision making. They should offer real-time decision choices emphasizing that success is a product of effort but not mere ability. Moreover, teachers should give the students participating in a physical activity an opportunity to develop a sense of responsibility that comes with independence. The trainers should support trainees in development and application of self-monitoring and management skills. Concerning evaluation, students should, in my opinion, focus on personal development, self-growth, and achievement of mastery goals. On the other hand, teachers should recognize the student's efforts while providing room for improvement. They should encourage students to view their mistakes as a learning process by adopting a failure-tolerance approach in evaluation processes.
In a school's physical activity environment such as education and youth sport, motivational practices and adaptive learning procedures could be linked to perceptions of a mastery climate. These techniques patterns include the feeling of satisfaction, high opinion of personal ability, intrinsic motivation, and positive attitude towards the activity ( Ames & Archer, 1988) . On the contrary, less adaptive and sentimental responses such as negative attitude towards the event, boredom, lack of enjoyment, and believe that success is a result of ability rather than effort could be linked to the perceived ego.
As a matter of fact, sports and examinations processes induce anxiety among most students, particularly those with minimal competencies. Feelings of apprehension during these physical activities can dispirit participation, limit enjoyment, or, worse, lead to withdrawal or dropouts. This possibility can be explored by examining the effectiveness of TARGET structures in minimizing nervousness during examinations and sports activities ( Morgan & Kingston, 2010) . My point of view is that students who are not in the intervention group would perform higher in measure of anxiety, while those in the intervention group would score lower in distress. Tension translates to a negative attitude and reflects pessimistic expectations from taking part in the activity. This technique can be considered to be a predictor of poor performance in physical activity environments like school sports and examinations.
TARGET methodology can be applied in an office/management set up, and the structures used to improve productivity, employees' feedback, and personal skills. The task structure in a work situation would involve employees setting mastery goals aimed at personal improvement and engagement in multiple tasks to minimize the normative comparison of competencies. The employees would also engage in differentiated responsibilities to challenge other employees. As regards authority, managers can delegate leadership roles to employees in their respective areas of responsibility. Evaluation structure for employees would be self-referenced, but an employee can privately consult their supervisors for a valuable evaluation. With respect to time structure, employees should have flexible time for task completing with maximum learning duration.
The management can employ organization based TARGET structure in order to achieve business ego-goals. The task structure would entail similar and single-dimensional comparative goals, while recognition could take the form of public crediting of relative performances and incredible competences. The managers should be the overall decision-makers, and time for conclusion of tasks should be inflexible. In addition, the grouping structure would involve departmental activities, and evaluation should be done publicly.
In my opinion, education and sports also present a precise context to challenge people's perceptions of personal abilities and success. In a school set up, the two situations provide students with a perfect achievement platform where they can demonstrate their competences through healthy competition. The proficiencies can either be ego-involved goals which are based on outshining other participants or mastery-involved goals, based on enhancing personal learning. The competences formation is determined by situational and dispositional factors.
Improvement in student sports and academic mastery goals, more significant differentiation of activities, positive feedback on personal efforts and self-improvement, increased mixed competence groupings, and high time flexibility as well as improved active time in activities demonstrate individual abilities for students. Implementation of TARGET structures in a school environment is influenced by an array of factors. Some of these factors take account of the conflict between task differentiation and establishment of mixed competence groups for optimal ability challenge. As Ames (n.d) notes, another issue would entail distinguishing between ego-involved and mastery-involved goals; thus, the puzzle on whether to administer private or public feedback for activity participants. Other factors include; participant's know-how necessary to set useful learning objectives, the level of authority to use on participating students and the desire for competitive goals
In my opinion, the implementation of TARGET structures positively influences perceptions of the motivational climate and students' responses. All the TARGET structure complements each other differently. However, not all structures are concurrently effective in affecting each climate dimensions for an emotional response. For instance, task structure may be considered responsible for variations in enjoyment while recognition and grouping dimension is responsible for alteration in worry. On the other hand, time may be regarded to cause changes in competence perception, while evaluation and recognition structures have a significant effect on perceptions of motivational climate ( Barkoukis et al., 2008) . This means that a specific structure possesses a substantial impact on a particular response, but the effect may be realized through an amalgamation of structures.
References
Ames, C (n.d). Classrooms: Goals, Structures, and Student Motivation, Departmnet of Eductional Psychology, University of Illinois at Urbana-Champaign
Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of educational psychology , 80 (3), 260.
Barkoukis, V., Tsorbatzoudis, H., & Grouios, G. (2008). Manipulation of motivational climate in physical education: Effects of a seven-month intervention. European Physical Education Review , 14 (3), 367-387.
Morgan, K., & Kingston, K. (2010). Promoting a mastery motivational climate in a higher education sports class. Journal of Hospitality, Leisure, Sports and Tourism Education (Pre-2012) , 9 (1), 73.
