A. Goals refer to obtaining some desired standard of
proficiency. Goals can be objective
(specific regarding the desired performance outcome) or subjective (a
vague or general statement of intent).
Goals
may focus on obtaining an outcome (usually winning), demonstrating a
certain level of performance, or on the process that must be
accomplished to accomplish that performance.
For athletes, goal setting provides a
focus and a direction for their actions (e.g., training and practice)
Performance and process goals are particularly useful ones for athletes. Why do you think this is?
B. Research evidence shows that proper goal setting is a highly
effective practice but it must be done correctly or otherwise people abandon
the goal and get frustrated. You need…
Enough
time
Set
reasonable goals. Set specific
goals. There may be short-term and
long-term goals.
Eliminate the barriers to not meeting
the goal and/or increase the forces that support goal accomplishment (e.g., the
support or assistance of others)
C. Other key steps in goal setting:
A
person must be committed and motivated to reach this goal. There needs to be an
action plan for accomplishing the goal(s).
What are the strategies for accomplishing the goal(s).
The
person must get feedback along the way that clearly shows how he/she is doing.
Goal
setting must be visual and public (write it down!)
D.
For athletes there may (and usually should be) goals for practice and
goals for competition.
S=Specific
S=Self-determined or set by the
person
1. Think about what needs to be done
2. Identify the areas that need improvement
3. Make sure the athlete is motivated to improve and work on
goals. May wan to start with those who
are most committed.
4. Set goals in a variety of areas-but not too many at first;
goals should be “S” and “M”
5. Develop strategies needed to reach the goals—the “A.” Make sure there is enough time—the “T.”
6. Prioritize where to start
7. Provide support and encouragement
8. Monitor program and
provide feedback
9. Adjust the program
as needed
10. Provide follow-up
and evaluation of the project
Class exercise: Following these steps, design a program that
addresses a sport or exercise goal for you.
How would you get there? Make
sure all the steps are included. Write
it out and we will share our answers.