By Mark Aaron Locken
Goal setting is a topic discussed almost universally in the first team meeting of every team in every sport in every country of the world. Personal goals, unit goals, and team goals are on the minds of coaches and athletes. The question that should be asked by all parties involved is how will goal setting affect the outcome of the season?
There is a lot of information available for coaches and athletes, alike. The ideas are not new. In 1974, Umstot, Bell, and Michell stated that, “Performance changes will only come from goal setting.” (1) The website of Virginia Technical University (VT) sports agrees, stating, “When properly developed and followed up on … (goals) facilitate better performance”. (2) The VT site and others, including About.com, discuss the SMART principle for goal setting. Goals should be specific, measurable, adjustable, realistic, and time-based.
The SMART principle begins with being (S) specific when setting goals. Setting a specific goal helps an athlete focus on the desired end state. The notion that an athlete wants to “run faster” is too nebulous. A specific goal would be to “lower my personal best time for the 10K by two minutes in six months”. A specific goal like this one keeps a person motivated. As the athlete chips away at the goal during the season, it’s exciting to realize the payoff for hard work.
(M) measurable. Runners can set a variety of measurable goals. Practice goals can be as important as race-day goals. Training toward proficiency in a set like 8×1 mile repeats on the track at an 8min/mile pace with 30 seconds rest in-between gives the athlete an interim achievement to work toward while building the skill of even splitting (running at a consistent pace) that will help achieve the larger goal at a late date. The fun part of a goal like this is that improvement comes immediately. Let’s say a runner completes the 8×1 mile repeats on the track at an 8min/mile pace with 30 seconds rest in-between, keeping five repetitions within the 8min standard. The runner has begun to develop consistency in pacing. The next time the set is performed, the runner should try to make six of the eight reps at the 8min standard, and so-on. The technique improvement should result in immediate improvement in both practice and competition times. A goal such as this fits three of our five SMART criteria. It is specific, measurable, and as a task associated with a skill; it is action-oriented (A).
(A) Action-oriented goals promote improvement of physical fitness or they add to a battery of skills. Both of these things set the conditions necessary for sustained improvement. This is true of any sport. Increasing training distance from 30miles to 35 miles a week may not help an athlete substantially, this fall. Over two or three seasons, however, the cumulative effect on endurance may be dramatic. Our example of improved consistency in split times will not only pay immediate dividends but will improve overall efficiency, allowing for more gains at later dates.
(A) Another “A” that coaches and athletes will want to use on occasion is “adjustable”. Goals are written on paper, not cast in stone. A strained muscle or even a brief bout of flu can cause one to adjust a goal. Regaining one’s strength enough to perform at last season’s level might present a challenge. This year’s goal of a 2 minute 10K improvement may have to wait an extra month to be fulfilled. In the mean-time, improved fitness, not aggravating the illness or injury, and skills improvement should take primacy. Set the conditions for next season.
(R) There is nothing wrong with a novice runner setting a goal of winning the State Meet. Following the “R” and being realistic, does not detract from the target. In fact, being realistic helps in reaching what may seem like a grandiose goal. Break the big goal into smaller, sequential goals. This season, the runner may try to qualify for finals at the conference meet. Next season, go for a top-three finish at the conference meet and qualification for State, and so-on. Use the average times from the previous three years’ conference and state meets to help make the goals more specific.
(T) Set time-based goals. Know where you want to be in three months, six months, next season, etcetera. This keeps one motivated and focused rather than bored and floundering. Re-evaluate progress regularly. Don’t be afraid to adjust your goal if you get ahead of schedule. Keep challenging yourself. Coaches, dare your athletes to be successful!
None of the ideas seemed to recur as often as choosing goals that are skills-based, especially when complex skills are involved. Sports such as football and basketball are more representative of this concept than distance running. However, running has its subtleties and improvements to the finer points of moving up hills, down hills, not getting boxed in on turns, and such, make training focused and efficient. Improving technique also reduces boredom and increases motivation when skills are built in a progressive manner.
Goals are no good without a plan for achieving them. The plan bridges the gap between where an athlete “is” and where the athlete “wants to be”. Goals and progress toward them should be re-evaluated often. The SMART principle helps in this aspect. Jason Brader, a conditioning specialist, likes the idea of using goals to create a plan because, “…it means that the athlete does not need to waste time through ineffective practice and through the harmful effects of overtraining.” (3)
Finally, goals should be viewed in an affirmative manner. A golfer, for instance, wants to focus on “number of fairways hit” rather than “number of fairways I didn’t miss”. This may seem trivial but it is the difference between the glass being half empty or half full. When a swimmer is shuffling through the mid-western snow on his way to practice at 5:30 in the morning, he will not easily be motivated by a profit of doom. This means that coaches should communicate positively with their charges while insisting that the athletes perceive themselves and their performance an optimistic manner.
Goal setting is obviously important to realizing one’s athletic potential. Using the SMART principle allows coaches and athletes to plan, focus on skill development, and increase efficiency. Setting goals helps increase motivation, improve the quality of practice sessions, and stimulate improvement. The result is a positive running environment and conditions set for a higher level of athlete satisfaction and performance.
Captain Mark Aaron Locken is currently serving as a staff officer for the Multi-National Forces, Iraq. He holds a Master of Public Administration degree from the University of Oklahoma and participates in the Master of Arts in Coaching program at Ball State University. Captain Locken is a former collegiate swimmer and football player. He has completed five marathons and a 50-mile ultra marathon along with having coached several youth sports.
Endnotes:1. Umstot D.D, Bell, C.H. & Mitchell, T.R. (1976). Effects of job enrichment and task goals on satisfaction and productivity: Implications for job design. Journal of Applied Psychology, 61, 379-3942. Hokiesports.com. (2006). Goal setting. www.hokiesports.com/trainers/psych/goals.html
3. JasonBrader.com. Goal setting & athletic performance. www.jasonbrader.com/jasonbrader/ listings/10047.shtml
Bibliography:
About.com. (2006). Motivation and goal setting for exercise. sportsmedicine.about.com/ od/sportspsychology/a/motivation.htm
Harackiewicz, J.M., Abrahams, S., &Wagerman, R. (1987). Performance evaluation and intrinsic motivation: the effects of evaluative focus, rewards, and achievement orientation. Journal of Personality and Social Psychology, 53, 1015-1023.
Harwood, C. (Murphy, S., Ed.)(2005). Goals: more than just the score. The Sports Psychology Handbook. Human Kinetics, Champagne, IL.
Hokiesports.com. (2006). Goal setting. www.hokiesports.com/trainers/psych/goals.html
The science of self-monitoring. (2005). IDEA Fitness Journal. 2(1), Jan.
JasonBrader.com. Goal setting & athletic performance. www.jasonbrader.com/jasonbrader/ listings/10047.shtml
Jutel, A. (2005). It just doesn’t add up. The Coach. (28), May/Jun, 75-77
Slear, T. (2005). Going for the Goal. Splash. 13(4), July/Aug, 16-19
Stratton, R.K. (2005). Motivation: goals and goal setting. Strategies. 18(3), Jan/Feb, 31-32
Umstot D.D, Bell, C.H. & Mitchell, T.R. (1976). Effects of job enrichment and task goals on satisfaction and productivity: Implications for job design. Journal of Applied Psychology, 61, 379-394