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This is probably the most important and advantageous step in the budget cycle. Comparing actual results with the budget allows one to ask questions: Our actual dining room revenue for the month of April was $60,000 instead of the budgeted $63,000. Was the $3,000 difference caused by a reduction in number of customers If so, is there an explanation (e.g., are higher prices keeping customers away, or did a competitive restaurant open nearby) Is the $3,000 difference a result of reduced seat turnover (is service slowing down) Are customers spending less (a reduced average check, or customer spending, because of belt tightening by the customer) Yesterday the housekeeping supervisor brought in two more housekeepers than were required to handle the actual number of rooms occupied. Is there a communication problem between the front office and the housekeeping supervisor Did the front office fail to notify the housekeeping supervisor of reservation cancellations, or did the housekeeping supervisor err in calculating the number of housekeepers actually required The annual cocktail lounge departmental income was greater than the previous year, but still fell short of budgeted income. Did the sales revenue increase reach the budgeted level Or did costs increase over the year more than in proportion to revenue If so, which costs Was there a change in what we sold (change in the sales mix) In other words, are we now selling less profitable items (such as more beer and wine than liquor) in proportion to total sales revenue

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European Yearbook of Sport Psychology (Vol 1, pp 167 183) Sank Augustin, Germany: Sank Augustin deCharms, R (1976) Enhancing motivation: Change in the classroom New York: Irvington deCharms, R (1984) Motivation enhancement in educational settings In R Ames & C Ames (Eds), Research on motivation in education (Vol 2, pp 275 310) New York: Academic Press Deci, E L, & Ryan, R M (1985) Intrinsic motivation and selfdetermination in human behavior New York: Plenum Press Deci, E L, & Ryan, R M (2002) Handbook of self-determination research Rochester, NY: University of Rochester Press Dennett, D C (1978) Brainstorms: Philosophical essays on mind and psychology Montgomery, VT: Bradford Dowson, M, & McInerney, D M (2001) Psychological parameters of students social and work avoidance goals: A qualitative analysis Journal of Educational Psychology, 93, 35 42 Duda, J L (1988).

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(Nicholls, 1984, 1989) Consistent with other motivation research that has emphasized the situational determinants of behavior (eg, deCharms, 1976, 1984; Deci & Ryan, 1985, 2002), research from an achievement goal perspective has examined how the structure of the environment can make it more or less likely that achievement behaviors, thoughts, and feelings associated with a particular achievement goal are adopted The premise of this line of research is that the nature of an individual s experience influences the degree to which task and ego criteria are perceived as salient in the context This is then assumed to affect the achievement behaviors, cognition, and affective responses through individuals perception of the behaviors necessary to achieve success (Roberts et al, 1997).

The relationship between goal perspectives, persistence and behavioral intensity among male and female recreational sport participants Leisure Sciences, 10(2), 95 106 Duda, J L (1989) Relationship between task and ego orientation and the perceived purpose of sport among high school athletes Journal of Sport and Exercise Psychology, 11(3), 318 335 Duda, J L (1992) Motivation in sport settings: A goal perspective approach In G C Roberts (Ed), Motivation in sport and exercise (pp 57 91) Champaign, IL: Human Kinetics Duda, J L (2001) Achievement goal research in sport: Pushing the boundaries and clarifying some misunderstandings In G C Roberts (Ed), Advances in motivation in sport and exercise (pp 129 182) Champaign, IL: Human Kinetics Duda, J L (2005) Motivation in sport: The relevance of competence and achievement goals In A J Elliot & C S Dweck (Eds), Handbook of competence and motivation (pp 318 335).

New York: Guilford Press Duda, J L, Chi, L, Newton, M L, Walling, M D, & Catley, D (1995) Task and ego orientation and intrinsic motivation in sport International Journal of Sport Psychology, 26, 40 63 Duda, J L, Fox, K R, Biddle, S J H, & Armstrong, N (1992) Children s achievement goals and beliefs about success in sport British Journal of Educational Psychology, 62(3), 313 323 Duda, J L, & Hall, H (2001) Achievement goal theory in sport: Recent extensions and future directions In R N Singer, H A Hausenblas, & C M Janelle (Eds), Handbook of sport psychology (2nd ed, pp 417 443) New York: Wiley Duda, J L, & Nicholls, J G (1992) Dimensions of achievement motivation in schoolwork and sport Journal of Educational Psychology, 84(3), 290 299 Duda, J L, & White, S.

A (1992) Goal orientations and beliefs about the causes of sport success among elite skiers Sport Psychologist, 6(4), 334 343..

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Adopting the term motivational climate (Ames, 1992b) to describe the goal structure emphasized in the achievement context, researchers have examined two dimensions of the motivational climate, mastery and performance, in sport and physical activity Mastery (or task-involving) climates refer to structures that support effort, cooperation, and an emphasis on learning and task mastery Conversely, performance (or ego-involving) climates refer to situations that foster normative comparisons, intrateam competition, and a punitive approach by teachers and coaches to mistakes committed by participants A study conducted by Parish and Treasure (2003) is representative of much of the extant literature in the area In this case, the influence of perceptions of the motivational climate and perceived ability on situational motivation and the physical activity behavior of a large sample of adolescent male and female physical education students was examined.

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