How Embracing Process Goals Can Lead to Success: Lessons from Olympic Athletes

With the Paris 2024 Olympics in full swing, we get to witness and appreciate the best athletes in the world performing at the highest level. Participation in the Olympics and, for a select few, winning medals represents the pinnacle of their outcome goals. However, behind this spectacle lie countless hours of dedication to the process.

Lessons from Olympic Athletes: Michael Johnson's Approach

Four-time Olympic champion, Michael Johnson, recently commented that, despite his dedication, he never really felt like he was making sacrifices because he simply loved to run and train. This perspective offers a valuable lesson that extends beyond sports and into our everyday lives.

Throughout life, we can have different outcome goals whether it’s passing exams, buying a first car or house, retiring early, or recovering from mental health challenges. These important outcome goals are often achieved not through sudden leaps, but through consistent, dedicated efforts over time. To sustain these efforts, it’s essential to find meaning and joy in the process itself.

The Importance of Process Goals in Achieving Success

Process goals are the small, actionable steps that lead us towards our larger, outcome goals. They focus on the actions and behaviours we can control, providing a roadmap to our desired destination. While outcome goals give us direction, process goals keep us grounded and motivated. Research supports the importance of process goals

Evidence from Education and Work

Take, for instance, a student aiming to pass a crucial exam. The outcome goal is clear: to achieve a passing grade. However, the daily study sessions, the consistent review of notes, and the mock exams are all process goals. Studies in educational settings suggest that students who set process goals experience lower levels of academic burnout compared to those who focus solely on outcome goals. Process goals can help students find enjoyment and meaning in learning activities, which buffers against the stress and exhaustion associated with high-stakes outcomes (Schwinger & Stiensmeier-Pelster, 2012).

Similarly, in occupational settings, employees who adopt a process-oriented approach—focusing on the enjoyment and learning aspects of their tasks—report higher levels of job satisfaction and lower levels of burnout. Research by Lavigne et al. (2014) found that mastery goals in the workplace are linked to increased job satisfaction and decreased emotional exhaustion.

Process Goals in Mental Health Recovery

The concept of process goals is especially significant in the context of mental health. Recovery from mental health problems is not an overnight transformation but involves a series of small, consistent steps over time. Outcome goals might include getting back to work after a period of stressful leave, overcoming an episode of depression, an improved sense of overall well-being or a specific milestone in therapy. However, the daily practices of self-care, such as going for a walk despite the weather, making regular time for social connections, being consistent with a balanced diet and sleep routine, and attending therapy sessions are all important process goals.

Finding meaning in these everyday actions can foster resilience and make the journey towards recovery more manageable and fulfilling.

Mindfulness and Avoiding Burnout

Burnout can occur when we focus solely on getting to our destination and regard the journey as unpleasant. By shifting our mindset to appreciate the process, we can alleviate the pressure and maintain our enthusiasm. This doesn't mean we should abandon our outcome goals but rather embrace the daily actions that lead us there.

Studies on mindfulness practices, which encourage present-moment awareness and finding meaning in daily activities, have been shown to reduce burnout and enhance well-being. A meta-analysis by Lomas et al. (2017) highlighted that mindfulness interventions, which align closely with focusing on process goals, significantly reduce stress and burnout.

The Olympic athletes we admire today have achieved their goals through a profound dedication to the process. In our own lives, whether we aim to pass exams, purchase our first home, retire early, or recover from mental health challenges, we can learn from their example. By finding meaning and joy in the everyday actions that lead to our goals, we can sustain our motivation, prevent burnout, and make our journey as rewarding as the destination. Embrace the process, and you'll find moments of joy and fulfilment along the way.

At Centric Mental Health, we help facilitate you in making informed choices for your Life and Career Goals, that align with your needs and preferences. If you would like to avail of counselling of any kind, you can book an in-person or online appointment with us by calling 01 611 1719 or by emailing [email protected]. You can also choose to fill out the Enquiry form at the top of this page and we'll get back to you.

References:

1) Deci, E. L., & Ryan, R. M. (2000). "The 'what' and 'why' of goal pursuits: Human needs and the self-determination of behaviour." Psychological Inquiry, 11(4), 227-268.

2) Van Yperen, N. W., Blaga, M., & Postmes, T. (2014). "A meta-analysis of self-reported achievement goals and nonself-report performance across three achievement domains (work, sports, and education)." PLOS ONE, 9(4), e93594.

3) Schwinger, M., & Stiensmeier-Pelster, J. (2012). "Preventing academic procrastination." In S. S. Haghish (Ed.), Procrastination: Causes, Coping, and Consequences (pp. 135-166). Nova Science Publishers.

4) Lavigne, G. L., Forest, J., Fernet, C., & Crevier-Braud, L. (2014). "Passion at work and burnout: A two-study test of the mediating role of flow experiences." European Journal of Work and Organizational Psychology, 23(4), 518-529.

5) Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., Hart, R., & Eiroa-Orosa, F. J. (2017). "The impact of mindfulness on the well-being and performance of educators: A systematic review and meta-analysis of empirical studies." Educational Psychology Review, 29(3), 717-742.