Goal setting

For example, a swimmer and coach can record training attendance and progress in a diary. The attendance record shows whether the swimmer is following the programme, while performance records show whether they are improving. Reviewing these records can encourage the swimmer to keep going and help the coach identify when training needs adjusting.

Motivation and better performance

Goals can increase motivation, the drive to act and persist. Working towards an improvement or a personal best gives training a purpose. Seeing progress towards the target can also encourage continued effort.

A goal should provide a challenge without being out of reach. A target that is too difficult may cause a performer to lose motivation; a challenging but achievable target gives them something worthwhile to work towards.

Goal setting can improve performance by focusing attention on what needs developing. For example, a hockey player who wants to increase the proportion of shots on target can focus practice on shooting. Recording the results allows the player and coach to judge progress and plan or adapt future training. Goal setting supports improvement, but the target still needs to be followed by appropriate practice.

Making goals SMART

The SMART principle helps turn a general ambition into a clear, usable target. For OCR, the letters stand for Specific, Measurable, Achievable, Recorded and Timed.

Goals can be short-, medium- or long-term. Each still needs its own timeframe, so there is a clear point at which to review achievement.

Building a complete sporting goal

Consider this badminton example. A player currently achieves four successful serves out of ten attempts in a practice test. After considering the player’s standard and planned practice, the coach judges five out of ten to be a challenging but realistic next target.

The player writes in their training diary:

‘By the end of three weeks, I will improve my badminton serving from four to at least five successful serves out of ten attempts in the same practice test. I will record my target and the number of successful serves after each practice session.’

This goal is specific because it identifies badminton serving, and measurable because it states both the starting performance and the target number of successful attempts. It is achievable because the improvement has been chosen in relation to this player’s current standard, not assumed suitable for every player. It is recorded in the diary and timed by the three-week deadline.

Using the same practice test makes comparisons more meaningful. At the deadline, the player and coach review the recorded results. If the target has been reached, they can set a suitable next challenge. If it has not, they can review the practice and adjust the target or training where necessary. This turns goal setting into an ongoing way to focus effort, monitor progress and improve performance.

• Specific: clear and linked to the sport, activity or skill.
• Measurable: success assessed against a standard or previous performance.
• Achievable: challenging but realistic for the performer’s current level.
• Recorded: target written down and progress logged.
• Timed: deadline or timeframe stated.

Applying SMART

Identify the skill, establish current performance, choose a realistic measurable improvement, record it and set a deadline. Review progress and adjust training or the target where necessary.

Short-, medium- and long-term goals each need their own timeframe.