6.1.3

Goals & Targets

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Goals

Goals can be split into performance goals and outcome goals.

Performance goals

Performance goals

  • The performer compares their performance against a previous performance to find out what they have done or what they are going to do in the future.
  • This does not involve a comparison with somebody else.
  • For example, a golfer may hope for a better drive off the tee than their last one.
Outcome goals

Outcome goals

  • The focus here is on the end result. The goals are usually compared against other competitors.
  • The standard of the performance does not matter because the aim is purely focused on the outcome.
  • For example, a footballer may just want to win the match without caring about how he performs individually.

Setting Performance Goals

It is NOT always useful for performers to use performance goals and outcome goals together.

Beginners

Beginners

  • For beginners, it is very important to focus on the performance rather than the outcome. This is because beginners can lose motivation through poor outcomes.
  • This is because outcome goals can rely on the performance of others, rather than just your own.
Elite athletes

Elite athletes

  • Elite athletes are usually only driven by the outcome of winning.
  • Athletes use performance goals to develop specific areas of focus.
  • The outcome goals motivate them to succeed.
Top performers

Top performers

  • The top performers are the most resilient (recover quickly). If they fail, they become even more determined to succeed. But if a beginner fails, they might not want to try.

Smart Targets

Regardless of the goals being set, we should always follow the SMART principles.

Specific

Specific

  • Your goals should be specific to the demands of your sport, the muscles that you use and the movements and techniques involved.
  • For example, there is no point in setting the goal of improving your speed if you are a golfer.
Measurable

Measurable

  • Your goals should be measurable so that you can clearly see whether you have achieved them or not.
  • If your goal is to improve your speed, you need to carry out regular speed tests to measure your progress.
Accepted

Accepted

  • The performer and the performer’s coach must agree on the goals that are set.
  • If a performer accepts the goals, they will be more motivated to achieve and work towards them.
Realistic

Realistic

  • Your goals must be achievable. If they are too difficult to achieve, then the performer could lose interest and give up on them.
Time-bound

Time-bound

  • Your goals must be set over a fixed period of time.
  • This gives a performer enough time to achieve them. There is no point in asking a performer to improve their speed by an unrealistic amount in just one week.
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1

Applied Anatomy & Physiology

1.1

The Musculoskeletal System

1.1.1Musculoskeletal Structure1.1.2Structure of the Skeleton1.1.3Functions of the Skeleton1.1.4Joints1.1.5Joints 21.1.6Antagonistic Muscle Movement1.1.7End of Topic Test - The Musculoskeletal System1.1.8Exam-Style Questions - Musculoskeletal System1.1.9Diagnostic Misconceptions - Contractions
1.2

The Cardio-Respiratory System

1.2.1Pathway of Air1.2.2Blood Vessels1.2.3Blood Vessels 21.2.4Structure of the Heart1.2.5Cardiac Cycle1.2.6Measures of Heart Performance1.2.7The Mechanics of Breathing1.2.8The Mechanics of Breathing 21.2.9The Lungs1.2.10End of Topic Test - The Cardio-Respiratory System1.2.11Exam-Style Questions - Cardio-Respiratory System1.2.12Diagnostic Misconceptions - Pathway of Blood1.2.13Diagnostic Misconceptions - Cardiac Output
1.3

Anaerobic & Aerobic Exercise

1.3.1Aerobic & Anaerobic Respiration1.3.2Recovering After Exercise1.3.3Treatments for Recovery1.3.4Diagnostic Misconceptions - Aerobic vs Anaerobic
1.4

Short-Term Effects of Exercise

1.4.1Short-Term Effects of Exercise1.4.2Long-Term Effects of Exercise
2

Movement Analysis

2.1

Lever Systems

2.1.1Lever Systems2.1.2Mechanical Advantage2.1.3Basic Sporting Movements2.1.4Basic Sporting Movements 22.1.5Diagnostic Misconceptions - Types of Lever Systems
2.2

Planes & Axes of Movement

2.2.1Planes & Axes of Movement2.2.2End of Topic Test - Movement Analysis2.2.3Exam-Style Questions - Movement2.2.4Diagnostic Misconceptions - Planes vs Axes
3

Physical Training

3.1

Health & Fitness

3.1.1Health & Fitness
3.2

The Components of Fitness

3.2.1The Components of Fitness3.2.2Sports & Fitness3.2.3Fitness Testing3.2.4Measuring Agility & Balance3.2.5Measuring Cardiovascular & Coordination3.2.6Measuring Endurance & Power3.2.7Measuring Reaction Time & Strength3.2.8Measuring Strength, Speed & Flexibility3.2.9End of Topic Test - The Components of Fitness3.2.10Exam-Style Questions - Fitness Tests
4

The Principles of Training

4.1

Principles of Training

4.1.1Principles & Circuit Training4.1.2Continuous & Fartlek Training4.1.3Plyometric & Static Training4.1.4Weight & Interval Training4.1.5Diagnostic Misconceptions - Types of Training
4.2

Optimising Training

4.2.1Optimising Training4.2.2Altitude & Seasonal Training4.2.3Warming Up4.2.4Cooling Down4.2.5End of Topic Test - Principles & Optimisation4.2.6Exam-Style Questions - Sport-Specific Fitness
5

Using Data

5.1

Types of Data

5.1.1Quantitative Data5.1.2Qualitative Data
5.2

Data Presentation & Analysis

5.2.1Data Presentation & Analysis
6

Sports Psychology

6.1

Skills

6.1.1Skills6.1.2Skills 26.1.3Goals & Targets6.1.4Skills HyperLearning
6.2

Feedback & Preparation

6.2.1Information Processing6.2.2Guidance6.2.3Guidance 26.2.4Feedback6.2.5Mental Preparation6.2.6Controlling & Optimising Arousal6.2.7Exam-Style Questions - Skills & Guidance
6.3

Personality & Behaviour

6.3.1Aggression6.3.2Motivation6.3.3Personality Types6.3.4End of Topic Test - Sports Psychology6.3.5Exam-Style Questions - Aggression & Motivation6.3.6Diagnostic Misconceptions - Aggression
7

Socio-cultural Influences

7.1

Engagement Patterns of Different Social Groups

7.1.1Engagement - Gender7.1.2Engagement - Ethnicity7.1.3Engagement - Age & Family7.1.4Engagement - Disability
7.2

Commercialisation

7.2.1Media7.2.2Commercialisation7.2.3Commercialisation 27.2.4Sponsorship7.2.5Arguments for Sponsorship7.2.6Impact of Sponsorship7.2.7End of Topic Test - Engagement & Commercialisation7.2.8Exam-Style Questions - Commercialisation & Conduct
7.3

Ethical & Socio-cultural Issues

7.3.1Impact of Technology on Performers7.3.2Impact of Technology on Performers 27.3.3Impact of Technology on Sport7.3.4Impact of Technology on Sport 27.3.5Sporting Conduct & Banned Substances7.3.6Blood Doping7.3.7Drug Restrictions7.3.8Drug Restrictions 27.3.9Spectator Behaviour7.3.10End of Topic Test - Ethical Issues7.3.11Exam-Style Questions - Performance Enhancing Drugs7.3.12Diagnostic Misconceptions - Conduct in Sport
8

Health & Fitness

8.1

Overview of Health

8.1.1Well-Being & Fitness8.1.2Types of Health
8.2

Sedentary Lifestyles

8.2.1Sedentary Lifestyle8.2.2Obesity & Performance8.2.3Somatotypes8.2.4Diagnostic Misconceptions - Somatypes
8.3

Nutrition & Hydration

8.3.1Nutrition8.3.2Nutrition 28.3.3Hydration8.3.4End of Topic Test - Health & Fitness8.3.5Exam-Style Questions - Nutrition & Hydration

Practice questions on Goals & Targets

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  1. 1
    What are the 2 categories of goals?Fill in the list
  2. 2
    Which of the following is not a category of goals?Multiple choice
  3. 3
    What characteristic generally defines top performers?Multiple choice
  4. 4
    For which type of performer is it more important to focus on the performance rather than the outome?Multiple choice
  5. 5
    Which acronym is useful for remembering the principles for setting goals?Multiple choice
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Skills 2

Skills HyperLearning