Bachelor of Science

This investigation compared the use of selected goal-setting strategies between level 1, level 2 and level 3 umpires /referees in Singapore. When comparing how often do umpires/referees set goals to improve their umpiring/refereeing performance, there was significant difference (F=21.32, p < .001) among the three levels. There were also significant difference (F=14.00, p < .001) found in setting goals to be promoted to the next level of umpiring/refereeing performance. In the area of setting goals for what an umpire/referee wants to accomplish during competition, there was significant difference (F=17.81, Q < 001) among the three different levels of umpiring/refereeing. Significant differences (F=22.53, Q < .001) and (F=21.74, p < .001) were found in goal setting that focuses on improving umpiring/refereeing skill and strategies respectively. When comparing how often do umpires/referees set team goals, there was significant difference (F=17.31, p < .001) among the three levels of umpiring/refereeing. In addition, significant difference (F=26.49, p < .001), (F=20.3 1, p < .001), (F=16.88, p< .001) were discovered in setting goals, to develop or maintain self-confidence, motivation and concentration respectively, and for an umpire/referee to continue hinder performance. However, in the area of attractive rewards to increase the commitment to achieve one's goals in umpiring/refereeing, there were no significant difference (F=1.39, p < .256) between the three levels of umpiring/refereeing. Significant differences (F4.85, p < .010) were establish in setting goals for what an umpire/referee wanted to accomplish outside umpiring/refereeing for the three levels of umpires/referees. In the area of setting long-term and short-term goals to improve one's umpiring/refereeing performance, significant differences (F=10.78, p < .001) and (F4.77, p < ,001) were noted respectively among level 1, level 2 and level 3 officials. However, no significant differences (F-0.27, p < ,762) were found in setting "do your best" goals in umpiring/refereeing. In examining setting specific, attainable and challenging goals in one's umpiring/refereeing, significant differences (F=15.06, Q < .001), (F=30.66, p < .001) and (F=13.96, p < .001) were found between the three levels of umpires/referees respectively. When comparing how often do umpires/referees set long-term goals, short-term goals and evaluate the effectiveness of the goals in the area of physical domain, significant differences (F=8.56, Q < .001), (F=9.27, p < .001) and (F=12.71, p < .001) were found among level 1, level 2 and level 3 umpires/referees respectively Likewise in the area of Psychological domain, significant differences (F=12.68, p < .001), (F=] 3.23, p < .001) and (F=21.2 1, p < .001) were recorded in the setting of long-term goals, short-term goals and evaluation of the effectiveness of the goals set by umpires/referees respectively. Furthermore, in the area of technical aspect with regards to setting long-term goals, short-term goals and evaluating the effectiveness of their goals, significant differences (F-l 1.41, p < .00l), (F=6.96, p < .001) and (F~14.19g, < ,001) were found respectively among the three levels of umpiring/refereeing. A multiple comparison test from ANOVA compared difference in each factor for the umpiring/refereeing levels. Post Hoc analysis showed significant difference between level 1 and level 3 umpires/referees in all factors. There were no significant difference (F=0.57, p < ,453) and (F-1.47, p < .231) in setting team goals and setting goals for what umpires/referees wants to accomplish outside their official duties between level 2 and level 3 umpire/referee. However, for the rest of the factors, significant differences were recorded between level 2 and level 3 umpires/referees. Significant differences were found between level 1 and level 2 in slightly more than half of the factors. Future directions for research and recommendations are offered for studies related to umpires/referees.