Goal Setting

Goal setting is an important part of developing performance in athletes.

Types of goals

• Athletes should focus more on performance and process goals, opposed to outcome goals.
  

                        -Performance goals related to achieving standards or performance objectives.
                                Example: Performing 12.5 second 100 meter dash
                        -Process goals focus on the action an individual must make in performance to perform well (Weinburg and Gould, 2007, p.236).
                                Example: A sprinter might set the goal of keeping body relaxed when performing a short sprint

• Outcomes goals tend to be ineffective, because focusing only on winning affects the training process, taking away from the athletes drive to perform well or perfect skill (Cox, 2007, p. 277). 

                        -Outcome goals focus on a result of competition
                                Example: My goal is to win the competition.

• Focusing solely on outcome might actually lead a negative outcome, because the athlete has almost no control over the ability of their opponent for any given competition. 
• Solely creating outcome goals, such as “winning the competition”, might be little help in performing more skillfully.
  
• Although, these types of goals may have some benefit in motivating an athlete to perform in response to an opponent, if the athlete is specific in creating that goal.
• Athletes should create short and long term goals.
  

                                -Short term goals are smaller, achievable goals made as stepping stones to reach more difficult long term goals.
                                -Long term goals are overarching goals that an athlete might wish to achieve over a long period of time or a career.

• Utilizing short term goals can facilitate the achievement of long term goals (Locke & Latham, 1985, p. 205).
  
• Creating small achievable goals might help athletes build confidence through achieving many little accomplishments, keeping success fresh in their mind.
  
• Creating many short term goals may also benefit from seeing progress, instead of only focusing on a distant goal that might seem unattainable.
  
• Creating many short term goals might also help the athlete make regular necessary adjustments for goals that are not reached in the given plan.

Why performance and process goals?

• Athletes who utilize performance and process goals can have a greater desire to perfect their abilities, which may have a greater effect on performance outcome.
  
• Through creating goals, the athlete will work to direct attention, mobilize effort, work to increase persistence and develop new learning strategies (Weinburg & Gould, 2007, p.346-348).
  
• This can help athletes focus on more specific aspects of training by giving them greater direction in working through training plans and improving the likelihood that they will be successful in reaching personal goals.

Using the SMART method when creating goals.

• Goals should be Specific, Measurable, Action oriented, Realistic, Timely and Self-determined(Smith, 1994).

                    -Example: A 5’11” high jumper might create the goal: I will jump 6’ by June 1st. This goal is specific, realistic, timely and measurable, and being that it was created by the performer, is self-determined.
                    - Example:  A basketball player might create a goal of improving their practice free throw shooting, stating: I will increase my free throw percentage from 6/10 to 8/10 by improving my follow through technique by February 3rd.
                    -Example: A one legged female power-lifter could create a goal of increasing her dead lift weight from 175 to 185 by June 31st, by increasing her training weights and amount of days per week spent in the weight room.

• Following these guidelines might help the athlete create worthwhile goals that are clearly created and easy to follow.

Where does the coach come in?

• The coach can also assist in the goal process, by helping with the creation of goals, but also by being the athlete’s goal support.
  
• The coach supports goal making by helping create realistic, attainable goals.
  
• Help from coaches also shows the athlete that the coach has genuine interest in the athlete, potentially providing motivation (Weinberg & Gould, 2007, p. 355).
•  The coach will be able to keep the athlete on track to meet timelines.
  
• They will able to help the athlete with reevaluation of the goals, when they are not met or set too high.