Goal setting

-Increasing motivation and increasing or maintaing effort so the performer stays on track. Players can become task persistent, where achieving thier goal offers intrinsic feelings of pride and satisfaction -> intrinsic motivation. 

-Improving confidence in the performer as they can experience improvement in technique or results as the target is reached. 

-Regulating and sustaining effort as the player may begin to try harder if they are near finishing a target. The coach needs to adjust the target to account for specific completion so short term effort can be adopted in the build up to an event / competition. 

Goals concerned with success, for example winning a trophy or making the play-offs. 

However, it is not all about winning -  an athlete can set a target of a top three finish and as long as it is realistic effort and motivation will be maintained. 

The outcome based comes from athletes not being wholly concerned with technique in pursuit of acheiving thier goal. 

There is a danger an outcome goal may not be achieved, for example an athlete being less experinced or less talented, that could lead to a loss of motivation. 

Task-orientated goals - goals concerned with improvments in technique or performance. This means that an athlete could achieve thier goal even if they do not win thier race because the improvements in technique or performance have been met. 

The athlete should not compare to others instead making an evaluation based on their past performances. 

Performance goals - goals judged agaisnt previous performances without comparison to others, for example achieving a personal best, in an attempt to improve performance.

Process goals - goals concerned with improvements in technique. This is used as a base so better performances can be achieved - swimmer works on each aspect of their swim technique. They reduce anxiety and provide more consistent motivation. 

• Specific - goals and precise, relating to the individual and the specific sport to improve certain aspects of performance e.g. a left shoulder tackle instead of a normal tackle.
• Measured - assessment should occur to aid motivation, allowing the performer to see how much progress is being made. 
• Achievable - the performer should be able to reach their goal and the willingness to extend the target can be achieved.
• Realistic - goals should be within reach yet not too difficult so that they are impossible. If a goal is too difficult it may cause anxiety.
• Time-bound - short and long term steps should be clearly defined with a clear deadline. 
• Evaluate - the performer and coach should evaluate how and when the goal was achieved so future targets can be assessed. 
• Re-do - if they goal has not been reached if progress is slow and if something could've been better, do it again.