Goal Setting - SMART Targets
Why Set Goals?
Goal setting is a motivational technique used by performers and coaches to focus effort, measure progress, and maintain motivation. Without clear goals, training can become aimless and performers may lose direction.
Research shows that performers who set goals are more likely to improve than those who simply try to "do their best".
Types of Goals
There are three types of goal, and effective performers use a combination of all three:
Performance Goals
- Based on personal standards and previous performances — you are competing against yourself.
- Example: "I want to improve my 5K time from 25 minutes to 23 minutes."
- Advantages: Within the performer's control; not affected by opponents' performance; provide a clear measure of personal improvement.
Outcome Goals
- Focused on the end result — typically winning or beating an opponent.
- Example: "I want to win the 100m final at the county championships."
- Advantages: Highly motivating for competitive performers.
- Disadvantages: Not entirely within the performer's control (opponents may be stronger); can increase anxiety; failure to achieve the outcome despite personal improvement can be demotivating.
Process Goals
- Focused on specific techniques or strategies that the performer needs to execute.
- Example: "I want to keep my elbow high during the bowling action" or "I will track back into a defensive position every time we lose possession."
- Advantages: Entirely within the performer's control; help focus on the "how" of performance; useful during competition.
Combining Goal Types
A well-structured programme uses all three:
- Process goal: "I will focus on driving my arms during the sprint start" (technique focus)
- Performance goal: "I want to run 100m in under 12.5 seconds" (personal improvement)
- Outcome goal: "I want to qualify for the regional championships" (competitive target)
SMART Targets
Goals should be set using the SMART framework to ensure they are effective:
| Letter | Stands For | Meaning | Example |
|---|---|---|---|
| S | Specific | The goal must be clearly defined — not vague | "Improve my 1500m time by 15 seconds" NOT "get fitter" |
| M | Measurable | There must be a way to track progress and know when the goal is achieved | "Score 8 out of 10 free throws" (you can count them) |
| A | Achievable | The goal must be realistic given the performer's ability, time, and resources | A beginner should not aim to run a 4-minute mile within a month |
| R | Realistic | Similar to achievable — the goal must be relevant and within reach, but still challenging | Goals should stretch the performer without being impossible |
| T | Time-bound | There must be a deadline by which the goal should be achieved | "Within the next 6 weeks" or "by the end of the season" |
Examples of SMART vs Non-SMART Goals
| Non-SMART Goal | Problem | SMART Version |
|---|---|---|
| "Get better at football" | Not specific, not measurable | "Complete 80% of my short passes in training matches within 4 weeks" |
| "Become faster" | Vague, no deadline | "Reduce my 30m sprint time from 5.2s to 4.9s by half-term" |
| "Win everything" | Outcome-focused, not realistic | "Finish in the top 3 at the county cross-country event this term" |
| "Do more press-ups" | No target number, no timeframe | "Perform 30 press-ups in one minute within 6 weeks (currently at 20)" |
Benefits of Goal Setting
| Benefit | Explanation |
|---|---|
| Increased motivation | Working towards a clear target gives purpose to training |
| Improved focus | Performers concentrate on what matters most |
| Increased confidence | Achieving short-term goals builds self-belief |
| Monitoring progress | Regular evaluation shows improvement and highlights areas for development |
| Reduced anxiety | Process and performance goals shift focus away from the pressure of winning |
| Improved adherence | Performers are more likely to stick with a training programme when they can see progress |
Short-Term, Medium-Term, and Long-Term Goals
Effective goal setting works across different time horizons:
| Time Frame | Duration | Purpose | Example |
|---|---|---|---|
| Short-term | Days to weeks | Immediate targets that build towards bigger goals | "Attend 4 training sessions this week" |
| Medium-term | Weeks to months | Stepping stones that connect daily effort to long-term ambitions | "Improve my bleep test score by 2 levels in 8 weeks" |
| Long-term | Months to years | The ultimate ambition that drives all training | "Make the national squad by the end of next year" |
Short-term goals should build towards medium-term goals, which in turn support long-term goals. This creates a staircase of achievement that keeps the performer motivated at every stage.
Reviewing and Adjusting Goals
Goals are not fixed — they should be reviewed regularly and adjusted based on progress:
- If a goal is achieved too easily, it may need to be made more challenging.
- If a goal is not being met despite consistent effort, it may need to be adjusted to remain achievable and prevent demotivation.
- Injuries, illness, or changes in circumstances may require goals to be modified.
- Regular review sessions with a coach help maintain accountability.
Exam Tips
- Always use the SMART framework when asked to set a goal for a performer — examiners expect each letter to be addressed.
- Be ready to evaluate a given goal and explain how it could be improved using SMART criteria.
- Know the difference between performance, outcome, and process goals — a common 4-mark question asks you to explain each type with an example.
- When writing extended answers about goal setting, link goals to motivation, confidence, and adherence to training — this shows understanding of the psychological benefits.
- A frequent mistake is writing vague goals in an exam answer — always include specific numbers, timeframes, and measurable criteria.