1. Goal Setting By Lottie Scarr

2. Goal setting is an effective way of controlling anxiety levels. This method often allows performers to direct his or her attention away from the source of the stress and focus on an achievable target. If goals are set correctly they can have several effects, including: – Development of self-confidence – Increased motivation levels – Improved selective attention – Approach behaviour – Persistence – A reduction in anxiety

3. A coach must take care when setting goals to ensure the performers motivation is maintained while simultaneously not pushing the performer too far. The type of goal set will depend on the nature of the task, the level of ability of the performer and his or her anxiety levels. There are two types of goal which should be considered: – Outcome goal – Performance goal

4. Outcome Goal An outcome goal judges the performance of the individual against others and the end result. The performer is being compared to others and a social comparison is being made. E.g. A swimmer may be set the goal of either winning the race or finishing in the top three places to qualify for the next round. The efficiency of and manner of his or her performance is not relevant-only the final result. If the goal setting is realistic and with the performers capabilities and they achieve the aim then motivation is increased. – these performers are said to be ‘outcome goal orientated.’ However, if the performer is unsuccessful then it can be very demoting, especially after repeated attempts, this can then lead to an increase in anxiety level.

5. Performance Goal This type of goal judges the performance of the athlete against his or her own standards, rather than making a social comparison with his or her competitors. E.g. The swimmer may be set a number off goals for a race, including a good reaction to the starter’s gun and effective breathing action, and his or her performance may be evaluated with reference to his or her best time rather than their finishing position. If the goals that are set are realistic the performer can evaluate his or her own actions and not worry about comparison with others. This helps to reduce anxiety, allowing the swimmer to remain motivated irrespective of their finishing position.

6. The coach may also set specific process-oreintated goals which relate to the development of the tactics or technique of the performer and contribute to the overall performance goal. E.g. The swimmer may set the goal of a tighter tumble turn with greater leg drive off the wall in order to improve overall performance. Another factor which needs to be considered is the time span of the goal. It is generally accepted that both long-term goals and short-term goals should be set to maximise their use. Many performers will use major events and competitions as their focus for long-term goals and sub-divide their preparation into short-term goals. E.g. An international performer may base his or her preparation on timing of the Olympic Games or World Championships and set their outcome goals in relation to these events. Short-term goals are usually set to increase the level of self- confidence, if these goals are achieved. This can decrease the level on anxiety when the major events come up. Goals should even be set for individual training sessions and evaluates afterwards.

7. Methods And Principles Of Goal Setting In order for goal setting to be effective, in addition to what I have already explained, many performers ensure their goals fulfil the following criteria, as proposed by Sportscoach UK and referred to as the ‘Smarter’ principle. – Specific - the goal must be related to the individual performer and include precise aims, rather than simple statements such as ‘you must put more effort into the race.’ Ideally the goals should be clear and unambiguous, with a clear relevance to the ultimate outcome goal. – Measurable - the goal must be able to be assessed and recorded to allow the performer to see his or her progress. Ideally this should be relatively quick process. It may not always be possible to use objective evidence such as times or passes completed, but any subjective feedback must be as precise as possible.

8. – Accepted - the goal must be agreed between the performer and the coach. Ideally the athlete should be part of the discussion process to establish the goal, which will increase motivation levels and he or she will be more likely to commit him or herself to achieving the end result. – Realistic - any goal must be within the performer's capabilities otherwise his or her anxiety will actually increase because of worry about not meeting expectations. – Time-phase - each goal must have a fixed deadline for evaluation, otherwise the performer may lose motivation. The length of time allowed to achieve the goal will depend on the difficulty of the task.

9. – Exciting - the goal must be viewed as a challenge to the athlete and he or she must be motivated to achieve success and to gain intrinsic satisfaction. This aspect of goal setting must be considered carefully because a target that may seem exciting initially may then lose its impact if success is not achieved; it mat then appear unobtainable, causing anxiety. – Recorded – all goals should be recorded for evaluation. If a goal has been set several months before and there is no fixed record of the agreed target, disputes may arise and again the will be a negative effect on the performer’s anxiety level.

10. If these guidelines are followed, goal setting can be highly effective in the development of a sport performer’s career. It allows the performer to remain focused but be constantly challenged, always believing that he or she can improve his or her performance.