As motivation was one of the first topics researched by psychologists, and one wherein there has been consistent empirical support for some basic notions, we know a great deal about how to motivate ourselves and other people. To assist management in controlling workers and getting the maximum possible output, modern organizational psychologists developed several theories to explain what motivates workers. These theories include: need theory; equity theory; expectancy theory; reinforcement theory; goal-setting theory; and, intrinsic-motivation theory (1). There is considerable empirical support for goal-setting theory as being an effective means of motivation. Hence, as well as serving as a motivational theory in organizational psychology, goal setting has logically also become one of the main planks of sports psychology. Now, whilst I would be in the forefront of those arguing that Wing Chun ought never to be considered as a sport, I would argue adamantly that there is considerable merit in tapping into the data-base of knowledge afforded us by Western sciences like psychology and sports psychology to improve our Wing Chun practice.

This article applies goal setting theory to training in Wing Chun Kuen. The theory underpinning goal setting is that people behave rationally and consciously. Whilst we could debate whether this is universally and uniformly correct (and possibly offer a number of examples in our Wing Chun world where this is decidedly not the case!), for the purposes of this article, it is assumed that, within the parameters set by voluntary athletic training such as in martial arts generally and in Wing Chun Kuen specifically, it is indeed the case. The crux of this theory is the relationship between consciously set goals, intentions and task performance. Need theory also postulates that people address their needs through setting goals to achieve them (2).

A goal is a behavioral intention that channels efforts in a certain direction through the setting of, and striving for, a specific standard of proficiency of a behavior within a specified time limit. Psychologists discriminate between subjective goals (e.g. getting fit; doing one’s best); general objective goals (e.g. reaching a certain grade level; learning Siu Lum Tau); and, specific objective goals (e.g. decreasing the time span of delivery of saam sing choi, or a given sik - sequence of moves). Further, there are outcome goals (e.g. winning a match/surviving a fight) and performance goals which target improvement relative to one’s past performance (e.g. increasing impact power in strikes; improving balance during stepping/kicking/turning). Specific objective and performance goals are the most useful when we are attempting to improve our Wing Chun Kuen.

One view of goals is that they serve two major functions -

1. they are the basis for behavior and,
2. they guide that behavior by providing guidelines as to how much effort needs to be expended in pursuit of a goal and the method by which that effort might best be expended.

Three conditions have to exist before goals can positively enhance Wing Chun Kuen performance. First, the Wing Chun trainee must obviously be aware of, and be clear about, the goal (e.g. the instructor’s requirements or curriculum plan and time-span for achieving competence in a given aspect of Wing Chun Kuen; the exact structure; line; performance aspects of a technique), and understand what must be accomplished (e.g. have a clear idea of the attributes; structures; functions; training techniques; gwoon beliefs; and, time-line required). Secondly, the trainee must accept the goal as something they are willing and able to work towards achieving. Thirdly, the trainee must commit time; effort; resources; and, compliance with the instructor’s training advice and the parameters of the art in attaining the goal. For those who don’t believe they need to set specific goals, it is worth noting that psychological research has found that setting specific goals produces better performance than not setting goals or having very general goals.

Obviously, in some aspects of life individuals set their own goals. Some goals are often dictated or limited by the individual’s life circumstances but some can also often be with the individual’s involvement or even be fully under the individual’s control. In learning a skill, like Wing Chun Kuen, the trainee initially is unable to set specific goals. They will have general goals like: “I’ll learn to defend myself”; “I’ll learn Wing Chun Kuen”; “I’ll become a good fighter”; or “I’ll spend my leisure time doing Wing Chun”. Once they have joined a gwoon, they are initially at a stage where they have insufficient knowledge to do much beyond accepting the instructor’s guidance and goals for them.

As time progresses, however, the development of goal-setting in any martial art follows a three-fold path. Initially there is a period of dependence, compliance or obedience wherein the trainee simply follows the instructor’s goals set for them. The instructor has the knowledge and experience and has ideally undertaken not only a course of study and training to master the art but also a course of study and guided experience to learn how to teach the art. Both are essential and the latter decidedly does not necessarily flow from the other. Many problems in modern martial arts stem from the mis-assumption that because some-one has learnt a martial art tpo some level of proficiency, that they can automatically teach it. Amongst physical pursuits, it is unique in the world of martial arts that we so often find the performers becoming coaches before they are appropriately qualified and experienced to do so. For the trainee, the “how-to” of choosing a suitable instructor needs to encompass not only choosing some-one who is adequately familiar with the art but choosing someone who is willing and able to teach it logically, directly, flexibly, effectively and efficiently. There is little point in studying with an instructor who does not have adequate personal knowledge and skill - this is obvious. However, what is often less obvious, and overlooked by most trainees, is that the instructor must be an adequately competent instructor, able and willing to teach their skills within a reasonable time-span. There is little point in training with an instructor who can personally perform like a magician if they cannot, or are unwilling to, pass on the skill! Hence, the trainee needs to find an instructor who knows the art, knows how to teach it, is willing to teach the trainee and can produce good students. Some more traditional instructors still choose their students rather than simply accepting all who present at their gwoon door and pay the fee, as commercial gwoon operators seem to. For the traditional instructors, part of this initial process of choosing the student is assessing whether they think the prospective student will commit to their goals or the goals of the student are likely to clash with the goals of the gwoon. Hence, goals can play multiple roles in the martial arts.

Secondly, there is a period of increasing independence, and divergence or personalization of the art. This is the “make the art yours” phase. The trainee must ensure that passing into the onset of this phase is undertaken in conjunction with the instructor’s approval. Otherwise the art is diluted as trainees leave their instructor without completing their development and instead of personalizing the art they simply dilute it or produce an eclectic art which might become a collection of techniques, perhaps loosely based on Wing Chun theories (such as Jeet Kune Do). Of course, the instructor must also hold as one of his goals actually graduating trainees rather than simply allowing, or requiring, them to continue training interminably under his authority - and interminably paying fees! In this phase, the trainee will be guided, and given experience, in setting their own goals. Research indicates that participating in setting one’s own goals enhances both performance and more frequent attainment of goals.

Lastly, there is the period of separation. In this phase the trainee is given approval to separate from the instructor, having gained the knowledge, skills, experience and attitudes appropriate to passing on the art. As with the phase of divergence, this phase needs to be undertaken in conjunction with the instructor’s guidance. This phase implies the trainee is now fully able to set their own goals and has learnt to set realistic goals for their own trainees if they choose to teach the art.

Now, what of the actual mechanics of setting goals? Breaking down a target behavior into measurable components is referred to as “operationally defining” it. To operationally define any aspect of Wing Chun Kuen, the Wing Chun Kuen trainee needs to analyze the following aspects of any given technique, which delineate the limits within which a behavior (set of techniques; or concepts they wish to set goals to improve upon) is to occur:

• topography (e.g. for a common tan sau technique (the “tan” or “disperse” concept is another issue for the purposes of this illustration): fingertips shoulder height, relaxed, elbow one fist width from solar plexus, thumb tucked to edge of palm, fingers straight; some gwoons will have wrist straight, others bent etc);
• intensity (e.g. relaxed but sufficiently firm to protect the trainee under all conditions of speed and impact);
• frequency (e.g. practiced 100 times per day for two weeks); duration (e.g. held in position for a sufficient period of time to enable the trainee to deflect threat and counter);
• accuracy (e.g. able to pose the technique in response to an attack without fixing the foveal gaze on the incoming attacking arm);
• situational specificity (e.g. practiced in front of a mirror/with a partner; or: in response to those attacks which the gwoon considers can be satisfactorily dealt with by tan sau/tan da).

Several broad guidelines can be offered to the Wing Chun Kuen trainee interested in setting goals to motivate themselves and to track their progress. More difficult (but realistic) goals lead to higher levels of performance. Psychologists have found that commitment to a goal is proportional to its degree of difficulty. In addition, the more specific the goal, the more concentrated the trainee’s effort will be in pursuit of it. Feedback is also important. Trainees vary in their abilities to accept and utilize feedback, however. The competent instructor knows they need to assess the capacity of the student to accept feedback; the type of feedback which is best offered (process rather than product feedback); the context of the feedback; and, the timing and manner of the feedback.

The trainee is encouraged to:

• set dream goals to raise their sights (e.g. mastering Wing Chun Kuen; being acknowledged as the best in a given location or group);
  to link in long-term goals (be thoroughly familiar with the curriculum of Wing Chun Kuen within 8 years);
• then, to set short-term goals (e.g. “This year I will become thoroughly conversant with Sil lum Tao and the applications of the techniques”;
• “This month I will ensure my gan sau always conforms to the structural guidelines”; “This week I will ensure my gan sau does not terminate beyond my outer gate body line” etc).

Setting goals involves asking a series of sets of questions and answering them. These entail two sets of questions:

1. Is the goal:
   • constructive?;
   • likely to be supported in a specific setting?;
   • likely to be maintained in the natural environment?
2. What is the likelihood of success in achieving the goal?
3. Does the trainee/instructor have sufficient:
   • knowledge of goal defining, goal setting, and goal attainment procedures?
   • does the trainee/instructor have the competence to implement the procedures?
   • does the trainee/instructor have sufficient interest to achieve the goal?
4. Can the target of the goal be achieved more simply? By discussion? By reading? By viewing a self-video and critiquing it? By viewing videos of competent practitioners? By observation? By guided practice? By other experiences?
5. Does the goal increasingly empower the trainee and decrease reliance on others?
6. Is the goal accessible to direct measurement?
7. Does the goal fit appropriately into the sequence and scope of the trainee’s overall goals? Dream goals? Long term goals? Annual goals? Quarterly goals? Monthly goals? Short term weekly and daily goals?

Second, the trainee, the instructor and significant others (e.g. partner, family, instructor) in their life space (who will be impacted upon by/facilitate/impede goal attainment) all also need to consider this set:

1. How important is the goal for the trainee?
2. How much time and effort will be required by the trainee?
3. Is the goal acceptable to the trainee?
4. What short-term benefits/costs are likely to accrue to the trainee? Significant others in their life-space?
5. What long-term benefits/costs are likely to accrue to the trainee? Significant others in their life-space?

Once a goal is set it needs a plan for it to be to achieved. As above, the plan needs to include details on the topography of the behavior (exactly what the behavior will look, and in Wing chun Kuen - feel, like) etc; how fast it will be executed; under what circumstances; the frequency at which one will practice; the intensity at which one will practice; times and location of practice; and, means (e.g. mirror; stopwatch; subjective impressions; comparison with others or successive videos of one’s performance; partner feedback; instructor feedback etc) and criteria for measuring progress (e.g. speed; conformity to correct structure; “success” in drills/chi sau; instructor endorsement etc). A plan to achieve a goal in Wing Chun Kuen ideally also needs to meet several simple criteria to enhance it’s chances of success. These are:

• immediacy - you can start it immediately
• simplicity - not be too complex, precise, specific
• realism - you are highly likely to be able to do it
• integrated into a sequential set of plans - short and middle term goals leading logically to long term goals achievable without over-depending on others
• positive - a “do” plan rather than a “stop” plan
• repetitive - you can work on it regularly and repetitively
• commitment-generating - enjoyable, reinforcing.

In summary, psychological research indicates that goal setting will enhance the Wing Chun trainee’s performance where: the goal acceptable to the trainee; the goal is challenging but achievable - trainees actually have sufficient ability to aim for the targeted behavior; trainees participate in goal-setting; timely process feedback is provided by the instructor on progress (exactly what to do to improve); acceptable suggestions are provided to enhance behaviors critical to goal attainment; the instructor is supportive; the goal is explicit in measurable and behavioral terms; the goal is difficult but realistic; short-range as well as long-range goals are set; performance goals are set, as opposed to outcome goals; goals are made public; psychological as well as physical training goals are set; relaxation time is set as one of the goals; goals are set both for training and for real usage of the art; positive goals as opposed to negative goals are set; target dates for reaching goals are set; goal achievement strategies are identified; goals are recorded and progress tracked; goal attainment is evaluated; the trainee ensures support is in place for goals; not too many goals are set; individuality is recognized; unrealistic goals are modified; and, the plan to achieve the goal meets the criteria cited above.

Of course, other motivation theories can add some useful points: need theory notes that the goal must be seen to meet the trainee’s needs; expectancy theory notes that trainees will work hard to achieve goals which they value and that they anticipate gains from achieving; reinforcement theory notes that trainees will perform better if their performance is evaluated and rewarded on the basis of units of performance rather than units of time (i.e. the trainee achieving proficiency rather than simply putting in time); and, intrinsic theory notes that trainees prefer to expend effort on tasks which enhance their feelings of personal control and competence.

Thus, if the above pointers are utilized, motivation theory can improve our in motivation of ourselves and/or our students in our Wing Chun Kuen practice.

What then are your goals? How often do you set and review them? Do they accord with the above guidelines or are they a “wish-list”?

1. As a side-note, after considerable study and reflection, my personal preference as a psychologist is for a mix of need theory (one a little different from the type most commonly espoused, though - I prefer William Glasser’s to Maslow’s approach) and some elements of expectancy theory, coupled with goal-setting theory.
2. I shall leave discussing needs to another article as I believe a basic awareness and understanding of needs relative to our involvement in Wing Chun Kuen is beneficial in a variety of ways.

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