目标定向理论经过数十年的发展，在商业、医学、体育等领域已被大量实证。有效的目标定向对个体内在动机有着激励和支持作用，进而对绩效产生重要影响。目标定向理论划分为不同的目标结构，本文依据1989年Nicholls提出的目标定向理论划分为任务目标定向和自我目标定向，探讨两种不同的目标设定对学生学习背越式跳高技术的效果是否有影响。

本研究回顾目标定向理论相关成果基础上，综述目标定向理论的起源、发展、及其对个体动机和教学环境的影响。以北京师范大学2020级体育教育专业的38名学生作为实验对象，采用单因素被试间实验设计，探究任务与自我目标定向对背越式跳高技术学习效果的影响。

结果：实验前后测的背越式跳高专项素质中4步助跑摸高，对照组（无目标组）与任务目标组、自我目标组存在极其显著性差异（t=12，p<0.01）；实验后的技评与达标，对照组（无目标组）与任务目标组存在显著性差异（t=12，p<0.05）；对照组（无目标组）与任务目标组存在显著性差异（t=12，p<0.05）。

结论：（1）采用任务与自我目标定向有利于提高背越式跳高技术的学习效果；（2）任务目标定向比自我目标定向对背越式跳高专项素质提升效果更明显；（3）任务目标定向比自我目标对背越式跳高技术评定与达标的效果更明显。

Goal orientation theory has been developed over decades and has been heavily empirically demonstrated in business, medicine, sports, and other fields. Effective goal orientation has a motivating and supportive effect on the intrinsic motivation of individuals, which in turn has a significant impact on performance. Goal orientation theory is divided into different goal structures. In this paper, based on the goal orientation theory proposed by Nicholls in 1989, which is divided into task goal orientation and self-goal orientation, we investigate whether the two different goal settings have an effect on students' effectiveness in learning the back-overhead high jump technique.

Based on the review of the results related to goal orientation theory, this study reviews the origin, development, and its influence on individual motivation and teaching environment of goal orientation theory. A one-way between-subjects experimental design was used to investigate the effects of task and self-goal orientations on the learning effectiveness of the back-overhead high jump technique using 38 students from the class of 2020 majoring in physical education at Beijing Normal University as the experimental subjects.

RESULTS: There was an extremely significant difference between the control group (no target group) and the task target group and the self-goal group for the 4-step assisted touch height in the special quality of back overhead high jump measured before and after the experiment (t=12, p<0.01); there was a significant difference between the control group (no target group) and the task target group for the post-experimental technical assessment and attainment (t=12, p<0.05); the control group (no target group) and the task target group were significantly different (t=12, p<0.05).

Conclusion: (1) the use of task and self-goal orientation is beneficial to improve the learning effect of backward high jump technique; (2) task goal orientation is more effective than self-goal orientation in improving the special quality of backward high jump; (3) task goal orientation is more effective than self-goal in assessing and achieving the standard of backward high jump technique.