A Study On The Achievement Goal Orientation Of College Badminton Players And Its Impact Factors

Recently, due to the improvement in skills and tactics and the introduction of newrules, badminton games are becoming increasingly intense.“The21-point game”makes matches a lot faster and more uncertain. In this case, the Achievement GoalOrientation of the players starts to play a key role in winning or losing the gamebecause it takes up a very important place in the mentality of the players during thematches. This thesis, by adopting methods such as documentation reference, expertinterview, questionnaires, psychometrics, mathematical statistics, etc., aims tointroduce the Achievement Goal Orientation to the study of badminton players. Afterthe study of206college badminton players as subjects in our country, this thesiscomes to the conclusion that the Achievement Goal Orientation varies among groupsof different sexes, ages, levels, backgrounds, etc. The Impact Factors of theAchievement Goal Orientation include bad psychological quality, personal subjectivecondition, exterior influence, key points. Through careful analyses, I would proposefive suggestions:Ⅰ. The coaches should make different training plans for men and women athletes,including respectively appropriate skilled movements and training targets.Ⅱ. During the training sessions, instead of stressing on the behavior and beliefgenerated from self orientation, the coaches should focus on task orientationaccording to the athletes’ age groups. When the goals of the task orientation areachieved, they should be encouraged to combine their goals of task orientation withthose of their self orientation. In this way, better results will be gained from thetraining.Ⅲ. There are two levels among the college student badminton players in ourcountry. The first level is competition level, the second fitness and health buildinglevel. Athletes of the first level should prioritize task orientation over self orientationso that they can show better performance and attain success in matches; while athletes of the second level should prioritize self orientation and demonstrate their ownindividual characters.Ⅳ. The psychology training and incentive training for college student badmintonplayers should be conducted together with skill training. At the early sessions, coachesshould start them in the training and games so that athletes understand during thetraining what may happen in matches and what psychological changes may occur andtheir physical expressions. The coaches’ communication with athletes about these canhelp them get over the influences of negative psychology.Ⅴ. During the matches, the athletes should constantly adjust their psychologythrough communication with coaches or teammates. By doing this they can resistnegative influences of various kinds on their psychology and make appropriate andstabilize their match task orientation and self orientation. They can put full attentioninto the matches and achieve better results to their best ability and fulfill theirexpected goals for the matches.Ⅵ. Coaches should know the psychological and physical characters of eachplayer and allocate different tasks and set different goals for his or her training andgames. At the same time, coaches should collection information about their opponentsso that players can be informed beforehand, which helps them stabilize theirAchievement Goal Orientations and enables them to enjoy the games and realize theirvalues while fulfilling their tasks.With the final goal of enhancing the level of competition, the study and analysesof Achievement Goal Orientation and its Impact Factors in the21-point games intendto facilitate the systematical, objective and scientific adjustment of the AchievementGoal Orientation of college badminton players in our country and provide theoreticaland practical reference to the psychological training of the players.