A2 PE: Goal Setting

A2 PE: Goal Setting

1. The SMARTER Principle

   • Specific
     • Goals should relate directly to the task
     • Example:
       • Wanting to improve the jumping technique of a horse so they don't knock a fence down
     • Specific goals are more effective than non-specific goals.
       • Example:
         • Wanting to improve the jumping technique but with no target to measure or focus on
   • Measurable
     • Goals should be evaluated and measured against a previous performance or external standard.
       • Example:
         • Watching a previous performance which you got multiple fences down then doing the same again and seeing if you can get less down.
   • Accepted
     • To be effective a goal must be agreed or accepted both by the coach and by the performer.
   • Realistic
     • Goals should be challenging but attainable.
     • Because it's attainable it motivates the performer to aim to the next goal and gives them confidence on as they do it.
   • Times
     • A time limit should be set to achieve the goal.
   • Exciting
     • Excitement is generated when an accepted goal provides challenge.
       • Example:
         • Keep changing the activities so they don't get repetitive.
     • Excitement can help prevent boredom
   • Recorded
     • Achievement of or progress toward a target should be written into a log and recorded.
     • Recording it may can keep it exciting which would help motivate the performer.
       • 'Ink it, don't think it!'

2. Time-Based Goals

   • Long Term Goals
     • An ultimate aim which may take an extended period of time to complete and achieve
     • Major changes in behaviour cannot be achieved immediately through the pursuit of LTGs.
     • When set on their own, LTGs may appear daunting targets.
       • Can increase anxiety, and they don't improve performance on their own.
   • Short Term Goals
     • They are intended to give immediate success and are set initially at the level of the performers existing capability.
     • Completed in a sequence that get progressively more difficult.
     • They form the link between the athletes initial capability and the LTG achievement.
     • Jarvis research found that it's the most effective goals.
   • Medium Term Goals
     • Occur during the STG sequence
     • More significant improvement indicators.
     • Improve access to LTGs.

3. Activity-Based Goals

   • Product Goals
     • Involve defeating other competitors and are only concerned with winning outcomes
     • The goal focuses on the end result and is often externally controlled
     • Example
       • Winning a tennis tournament
       • Winning - frequently determined by external factors of task difficulty or luck
     • Can create anxiety during competition as the athlete is required to win in order to achieve their goal
       • Anxiety can cause unnecessary worry which can lead to distraction from the task
         • Controlled by external factors - another source of anxiety.
   • Performance Goals
     • Based on judgement made of an individual against their previous performances
     • Personal best
     • They are measurable
   • Exercise Adherence
     • Adopting an exercise regime and persisting with the activities.
     • Should be set by the participant and ought to be flexible rather than fixed.
   • Process Goals
     • Concerned with improving technique to produce better performance.
     • Example
       • A batter working on the footwork to improve their average runs.
     • Under your control