Abstract

This study aimed to generate preliminary evidence on learning goals in physical activity (PA) by comparing the performance and psychological effects of learning goals to SMART and open goals. Twenty-eight healthy adults (high PA level n = 14; moderate PA level n = 12; low PA level n = 2) completed a baseline 6-minute walk test (6MWT), before completing learning, open, and SMART goal conditions. Distance walked, affective valance, felt arousal, and perceived exertion were assessed during the tests. Perceived enjoyment, motivation, self-efficacy, mental fatigue, performance, goal achievability, future exercise goal intentions, and post-exercise perceptions were reported afterwards. Qualitative data were generated on the learning goal used and reasons for goal preferences. Participants walked significantly further using a learning goal versus an open goal. SMART goals produced significantly lower perceived goal achievability and self-efficacy versus other conditions. Further research is needed to determine the utility of learning goals in PA.