Goal setting is perhaps the most effective tool to enhance sporting performance and personal growth. Nevertheless, it is probably one of the most misapplied interventions. Like many sport psychology tools, the process of goal setting is often assumed, and without the knowledge of the correct method of goal setting, the intervention can have reverse effects, resulting in anxiety, feelings of failure, and lack of motivation. As with most sport psychology interventions, coaches and athletes need to be educated on how, when, and why the skills are to be used, and then set aside consistent times to practice, and regularly revisit these sills.

There is a common perception among athletes and coaches that skills such as goal setting, visualisation, and positive self-talk are innate. Consequently, rarely enough time is allocated to training these skills, and not surprisingly, the benefits are limited, which causes the athletes and coaches to doubt the effectiveness of sport psychology.

The biggest difficulty I have faced while using goal setting with athletes and coaches, is resistance. Although most athletes are enthusiastic about drawing a map for their sporting career, some athletes find this process threatening. I have found these feelings are more common when athletes are asked to establish their goals in a group environment, when others may judge their goals, after a recent performance slump, or when setting goals for an important competition.

If there is a hesitancy, athletes may benefit by asking themselves why they feel reluctant to set goals. Some athletes have indicated that if they write down their goals, they are setting themselves up for failure, and therefore will be more disappointed if they do not achieve their goals. In this case, athletes may wish to only set one or two process goals (e.g., follow through with the wrist after all free throws), and possibly modify the goals initially to make them easier to achieve. This may make the goal setting process less daunting, and into a more positive experience. Another suggestion is to make to goals more related to an actual sport psychology technique (e.g., take three deep breaths before entering the batters’ box). This may also be easier to achieve and less daunting, while possibly increasing performance, and overall perceptions of setting goals.

Ideally, goals should be set in conjunction with the coach, as he or she is possibly the best person to judge technical ability, and therefore determine realistic but still challenging goals. As some athletes avoid sharing their goals with others, some are hesitant to set goals in conjunction with their coach. This hesitancy may not only be related to athletes not only wanting to let themselves down by not achieving their goals, but also not wanting to let down their coach. This can usually be overcome with a trusting relationship between the athlete and coach with open communication.

One final note on goal setting: although goal setting theory suggests goal setting should be mostly process oriented, many athletes enjoy, and thrive on making outcome goals (e.g., winning a medal at Nationals). As outcome goals can help motivation for some athletes, they should not be ignored in their specific goal setting program, and can work well when combined with process goals. Nevertheless, as outcome goals are mainly out of the control of the athlete, there is less of a chance of achieving these goals, and a greater chance of disappointment.

Michelle Cranston, Sports Psychologist

****This excerpt was taken from the eBook "The Athlete's Mind". For more information on this eBook please click here>>>>