1. SOME USEFUL INFORMATION THAT YOU SHOULD USE
ACHIEVEMENT STANDARD 3.3
SOME USEFUL INFORMATION THAT YOU SHOULD USE
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2. What is a skill?
A PERFORMER WHO HAS SKILL TENDS TO DO SIMPLE THINGS VERY WELL AND WITH APPARENT EASE. THE UNSKILLED PERFORMER WHILE ABLE TO PERFORM THE SKILLS, DOES SO VERY POORLY.
THE KEY ELEMENTS ARE THAT IT IS CO-ORDINATED AND MUST BE LEARNT.
THUS, A MOTOR SKILL IS…….A LEARNED, CO-ORDINATED ACTIVITY WHICH ACHIEVES A GOAL.
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3. SKILL CLASSIFICATION THREE DIFFERENT WAYS TO CLASSIFY SKILLS:
1. FINE OR GROSS
2. DISCRETE, CONTINUOUS, OR SERIAL
3. OPEN OR CLOSED
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4. FINE OR GROSS
A FINE MOTOR SKILL INVOLVES SMALL MUSCLE GROUPS, HENCE FINE TASKS.
FOR EXAMPLE: HANDWRITING, DARTS, MARBLES.
A GROSS MOTOR SKILL INVOLVES LARGE MUSCLE GROUPS AND/OR THE WHOLE BODY.
FOR EXAMPLE: SWIMMING, SOMERSAULT, BOXING.
SOME MOTOR SKILLS EMPLOY BOTH FINE AND GROSS MOTOR SKILLS.
GIVE AN EXAMPLE OF A MOVEMENT THAT EMPLOYS BOTH FINE AND GROSS MOTOR SKILLS.
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5. DISCRETE, CONTINUOUS AND SERIAL
A DISCRETE MOTOR SKILL INVOLVES A DISTINCT START AND END POINT.
FOR EXAMPLE: THROWING, PUNCHING, A KICK.
A CONTINUOUS MOTOR SKILL INVOLVES A SKILL THAT HAS NO DISTINCT BEGINNING OR END.
BASICALLY THESE SKILLS CAN CONTINUE FOR AN UNSPECIFIED LENGTH OF TIME.
FOR EXAMPLE: DRIBBLE IN BASKETBALL, RUNNING, SKIING.
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6. DISCRETE, CONTINUOUS AND SERIAL
A SERIAL MOTOR SKILL INVOLVES A SERIES OF DISCRETE SKILLS PERFORMED IN A DEFINED ORDER TO PERFORM AN APPARENTLY CONTINUOUS SKILL.
FOR EXAMPLE: STARTING A CAR, SERVING IN TENNIS, A VAULT IN GYMNASTICS (I.E. RUN UP, HURDLE STEP, TAKE-OFF, PRE-FLIGHT, SUPPORT, POST-FLIGHT, LANDING).
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7. CLOSED OR OPEN
A CLOSED MOTOR SKILL IS ONE IN WHICH THE PERFORMER IS IN COMPLETE CONTROL OF THE SEQUENCE AND TIMING OF THE SKILL.
CLOSED SKILLS ARE INTERNALLY PACED, THE PERFORMER CAN TAKE TIME TO THINK THROUGH THE MOVEMENT BEFORE THEY PERFORM IT.
FOR EXAMPLE: ARCHERY, GOLF SWING, HANDSTAND IN GYMNASTICS.
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8. CLOSED OR OPEN
AN OPEN MOTOR SKILL IS ONE IN WHICH THE TIMING DEPENDS ON FACTORS THE PERFORMERS CANNOT CONTROL E.G. OPPOSITION.
OPEN SKILLS ARE EXTERNALLY PACED, THE TIMING OF THE MOVEMENT IS OUT OF THE CONTROL OF THE ATHLETE.
FOR EXAMPLE: TACKLING IN RUGBY, A STROKE IN TENNIS, A BLOCK IN VOLLEYBALL.
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9. PHASES OF LEARNING
THREE MAIN STAGES. REMEMBER THEM AS THE 3 P’S ……PLANNING, PRACTICE, PERFECTION!
1. COGNITIVE PHASE (PLANNING PHASE).
MAIN FEATURE OF THIS PHASE IS TO FIND OUT WHAT IS REQUIRED TO PERFORM THE SKILL, THE SEQUENCING AND TIMING OF SUB-ROUTINES.
IN ORDER TO PASS THROUGH THIS STAGE QUICKLY, THE PERFORMER NEEDS:
IMMEDIATE FEEDBACK
DETAILED FEEDBACK
KNOWLEDGE ON HOW THE SKILL IS PERFORMED
TO SEE THE SKILL PERFORMED
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10. PHASES OF LEARNING 2. ASSOCIATIVE PHASE (PRACTICE PHASE)
MAIN FEATURE OF THIS PHASE IS TO PRACTICE THE SKILLS ASSOCIATED WITH THE TASK. LEARNING TO SEQUENCE AND TIME MOVEMENTS.
THE AMOUNT TIME SPENT IN THIS STAGE OF LEARNING DEPENDS ON:
QUALITY OF FEEDBACK
MOTIVATION OF THE PERFORMER
PAST EXPERIENCE AND EXISTING SKILLS
HOW COMPLEX THE ACTIVITY IS
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11. PHASES OF LEARNING 3. AUTONOMOUS PHASE (PERFECTION PHASE)
MAIN FEATURE OF THIS PHASE OF LEARNING IS TO PERFORM THE SKILL WITHOUT ‘THINKING’ AND WITH VERY FEW ERRORS. THIS FREES UP THE NERVOUS SYSTEM TO DEAL WITH OTHER FACTORS, E.G. STRATEGY.
ADVANTAGES OF THIS STAGE LEARNING:
LESS NERVOUS SYSTEM (MENTAL) CONTROL
LESS LIKELY TO BE DISTRACTED E.G. BY A CROWD
SPEED AND EFFICIENCY IS INCREASED
YOU CAN BEGIN TO DICTATE TO AN OPPONENT
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12. PHASES OF LEARNING
COGNITIVE – LARGE NUMBER OF ERRORS WHICH MUST BE CORRECTED FOR THE PERFORMER BY AN INSTRUCTOR OR COACH.
ASSOCIATIVE – FEWER AND SMALLER ERRORS MADE. THE PERFORMER IS ABLE TO DETECT AND CORRECT SOME OF THE ERRORS THEMSELVES. THIS STAGE TAKES PLACE OVER A LONG PERIOD OF TIME.
AUTONOMOUS – YOU MUST CONTINUALLY PRACTICE TO STAY AT THIS LEVEL. SOMETIMES IT IS NECESSARY TO GO BACK TO THE COGNITIVE STAGE IF PERFORMANCE BECOMES POOR.
Q. HOW CAN WE TELL THAT SOMEONE IS AT THE AUTONOMOUS STAGE?
A. THE SKILL WILL APPEAR EFFORTLESS AND CONTROLLED. THEY CAN DICTATE THE MOVES OF THE OPPOSITION VIA THEIR SKILL LEVEL.
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13. Instruction and Practice
Mental and
Physical
practice
Drill and
Problem
solving
Whole and
Part
learning
Massed
and
Distributed
Instruction
And
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14. MASSED AND DISTRIBUTED PRACTICE
MASSED PRACTICE IS PERFORMING THE SKILL OVER AND OVER WITHOUT REST UNTIL IT IS ACHIEVED.
DISTRIBUTED PRACTICE IS PERFORMING THE SKILL WITH REST SESSIONS IN BETWEEN, UNTIL THE SKILL IS LEARNED.
Q. WHAT COULD BE THE RISKS ASSOCIATED WITH MASS PRACTICE?
A. FATIGUE, POOR TECHNIQUE, BOREDOM, INJURY, FRUSTRATION
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15. MASSED AND DISTRIBUTED PRACTICE
MASSED PRACTICE CAN BENEFIT CERTAIN TYPES OF PEOPLE AND SKILLS:
HIGHLY MOTIVATED
LOW ENERGY DEMAND TASKS
SIMPLE SKILLS E.G. THROWING
DISTRIBUTED PRACTICE IS OFTEN THE PREFERRED METHOD WHEN:
IN THE EARLY STAGES OF LEARNING
ENERGY DEMANDS ARE HIGH
SKILL IS COMPLEX
PERFORMER IS NOT MOTIVATED
TASK IS BORING
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16. INSTRUCTION AND PRACTICE
WHOLE LEARNING IS WHEN THE SKILL IS TAUGHT IN ITS ENTIRETY.
PART LEARNING IS WHEN THE SKILL IS BROKEN DOWN INTO ITS ASSOCIATED PARTS OR SUB-ROUTINES.
Q. WHAT ARE THE ADVANTAGES OF PART LEARNING?
A. THE PERFORMER CAN LEARN EACH KEY ELEMENT AND FOCUS ON AN INDIVIDUAL COMPONENT AS PART OF TRAINING.
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17. WHOLE AND PART LEARNING
WHAT ARE SOME OF THE PARTS ASSOCIATED WITH THE ‘WHOLE’ SKILL OF THE VOLLEYBALL SERVE?
BALL TOSS
STANCE
WEIGHT TRANSFER
ARM SWING (CONTACT AND FOLLOW THROUGH)
Q. WHAT ARE THE ADVANTAGES OF WHOLE LEARNING?
A. GOOD FOR SIMPLE SKILLS THAT CANNOT BE BROKEN DOWN INTO PARTS.
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18. INSTRUCTION AND PRACTICE
DRILL LEARNING IS LEARNING A SKILL THROUGH REPETITION (SIMILAR TO MASSED PRACTICE).
PROBLEM SOLVING IS LEARNING THROUGH INVESTIGATION, EXPERIENCE OR DISCOVERY.
PHYSICAL PRACTICE IS WHEN THE SKILL IS PERFORMED BY ACTIVE/PHYSICAL MOVEMENT.
MENTAL PRACTICE IS PERFORMING THE SKILL IN YOUR MIND WITHOUT PHYSICAL MOVEMENT.
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19. GOAL SETTING AND PLANNING
WHY SET GOALS? TO GIVE FOCUS, DIRECTION OR MOTIVATION, GIVES US SOMETHING TO MEASURE OURSELVES AGAINST.
SETTING S.M.A.R.T.E.R. GOALS:
SPECIFIC – MAKE SURE GOAL IS CLEARLY DEFINED.
MEASURABLE – ESTABLISH CRITERIA FOR MEASURING YOUR PROGRESS AS YOU WORK TOWARDS YOUR GOAL.
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20. GOAL SETTING
ATTAINABLE – WHEN YOU IDENTIFY GOALS THAT ARE IMPORTANT TO YOU, YOU BEGIN TO FIGURE OUT WAYS TO ATTAIN THEM.
REALISTIC – THE GOAL MUST REPRESENT SOMETHING THAT YOU ARE WILLING AND ABLE TO WORK TOWARDS. IT CANNOT BE OUTSIDE YOUR PERSONAL CAPABILITIES.
TIME-BASED – HAVE A TIME FRAME IN MIND IN WHICH TO ACCOMPLISH YOUR GOAL.
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21. GOAL SETTING EXCITING – MUST BE MOTIVATING FOR YOU.
RECORDED – RECORD YOUR PROGRESS TO PROVIDE FEEDBACK ON HOW YOU’RE DOING.
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23. FEEDBACK
ONE OF THE MOST IMPORTANT ASPECTS OF LEARNING IS THE PROVISION OF FEEDBACK. FEEDBACK COMES IN MANY DIFFERENT FORMS AND PROVIDES THE LEARNER WITH VITAL INFORMATION THAT COMPARES THE CURRENT PERFORMANCE WITH THE DESIRED ONE, AND ALLOWS FOR CHANGES TO BE MADE TO THAT PERFORMANCE.
GOOD FEEDBACK:
IS GIVEN WITH OUT DELAY
MOTIVATES THE LEARNER TO HAVE CHANGES TO A PERFORMANCE
PROVIDES THE LEARNER WITH USEFUL INFORMATION
REINFORCES GOOD PERFORMANCES
IS PRECISE
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24. TYPES OF FEEDBACK INTERNAL – HOW SOMETHING FEELS, KINESTHETIC SENSE
EXTERNAL – INFORMATION RECEIVED VIA THE SENSES – VISUAL, AURAL, AUDITORY
POSITIVE – A SUCCESSFUL OUTCOME OR INFORMATION THAT REINFORCES PERFORMANCE
NEGATIVE – WHEN UNSUCCESSFUL OUTCOME TELLS THE LEARNER THAT CHANGES MUST BE MADE, OR UNHELPFUL INFO.
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25. Types of Feedback
CONTINUOUS – INFORMATION RECEIVED AS THE SKILL IS BEING PERFORMED
DISCRETE – INFORMATION RECEIVED ONCE THE SKILL HAS BEEN COMPLETED
KNOWLEDGE OF PERFORMANCE – INFORMATION RECEIVED ABOUT THE ACTUAL EXECUTION OF THE SKILL. WHAT YOU DID CORRECT OR INCORRECTLY IN YOUR PERFORMANCE
KNOWLEDGE OF RESULTS – INFORMATION RECEIVED ABOUT THE OUTCOME OF THE SKILL OR PERFORMANCE.
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26. Psychological Skills AROUSAL THEORY
Inverted ‘U’ curve of Arousal
B = Optimum Arousal
AROUSAL THEORY
AROUSAL IS A MEASURE OF HOW EXCITED OR ‘HYPED UP’ YOU ARE TO PERFORM A SKILL OR TASK.
UNDER AROUSED = BORED, NOT MOTIVATED, TIRED, LETHARGIC, DISTRACTED.
OVER AROUSED = NERVOUS, ANXIOUS, FRUSTRATED, WORRIED, AGGRESSIVE.
Over Arousal
Under Arousal
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27. PSYCHOLOGICAL SKILLS MENTAL IMAGERY
IMAGERY IS THE PROCESS BY WHICH YOU CAN CREATE AN IMAGE TO TRAIN OR LEARN A SKILL IN YOUR MIND. YOU CAN USE IMAGERY AS VISUALISATION OF SOME SKILL OR ROUTINE BEHAVIOUR. USING THE TECHNIQUE OF MENTAL PRACTICE ALLOWS ATHLETES THE OPPORTUNITY TO PRACTICE PERFECTLY. THIS TYPE OF PRACTICE MAY BE USEFUL WHEN:
AN ATHLETE IS INJURED OR CANNOT TRAIN
THE CORRECT EQUIPMENT IS NOT AVAILABLE OR PRACTICE IS NOT POSSIBLE.
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28. PSYCHOLOGICAL SKILLS MENTAL IMAGERY BENEFITS INCLUDE:
ALLOWS YOU TO PRACTICE AND PREPARE FOR EVENTS AND SITUATIONS.
IT ALLOWS YOU TO PRE-EXPERIENCE THE ACHIEVEMENT OF GOALS. THIS WILL HELP BRING CONFIDENCE TO YOUR PERFORMANCE TO ACHIEVE YOUR GOALS.
IT MAY FOCUS YOUR CONCENTRATION.
IT ALLOWS YOU TO BREAK DOWN A SKILL OR MOVEMENT SO YOU CAN ANALYSE MOVEMENT COMPONENTS.
HELPS YOU COMPARE AGAINST THE MODEL TECHNIQUE
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29. Psychological Skills
Other psychological skills you could use to help performance include:
Self talk
Goal setting
Concentration
Arousal Control
Visualisation
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30. THE SKILL LEARNING PRINCIPLE FEEDBACK HELPED ME IMMENSLY IN WORKING TOWARDS MY GOAL. DURING MY LEARNING CURVE IT WAS BECOMING INCREASINGLY CLEAR THAT I WAS NOT PROGRESSING AT MY DESIRED RATE IN THE MIDDLE STAGES OF MY SKILL DEVELOPMENT. THE TRANSFER FROM THE ASSOCIATIVE STAGE TO THE AUTONOMOUS STAGE WAS PROVING DIFFICULT. IN ADDITION I WAS FINDING IT HARD TO REALLY ADVANCE FROM MY 4TH INTERIM GOAL (50% SUCCES RATE) TO MY 5TH INTERIM GOAL (70% SUCCESS RATE). MY TEACHER DECIDED THAT IT WOULD BE USEFUL TO EMPLOY SOME SORT OF HELP THROUGH EXTERNAL FEEDBACK. WE VIDEOED MY PERFORMANCE AND COMPARED IT AGAINST THAT OF AN EXPERIENCED PERFORMER. WE FOUND THAT A GREAT DEAL OF MY PROBLEMS WERE STEMMING FROM MY INABILITY TO EXECUTE A CONSISTENT THROW UP IN PREPARATION FOR MY SERVE. WE DECIDED TO WORK EXCLUSIVELY ON THIS SUB-ROUTINE AND BUILD IT INTO AN EFFECTIVE PART OF MY SERVE. DURING THIS PRACTICE MY TEACHER ALSO OFFERED CLEAR, CONCISE, IMMEDIATE AND PRACTICAL FEEDBACK IN ORAL FORM. THIS STRUCTURE HELPED ME SUBSTANTIALLY AS ON THE NEXT INTERIM GOAL ASSESSMENT MY SUCCESS RATE HAD EXCEEDED THE 70%
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31. Factors Affecting Participation and Performance
Skill
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32. What is skill? Skill - Accomplishment, acquirement,
acquisition, attainment -- (an ability that has
been acquired by training)
It can also be defined as:
“The learned ability to bring about predetermined results with maximum certainty, often with the minimum outlay of time or energy or both” (Guthrie, 1956)
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33. What are the differences between a novice and an expert?
Movements inconsistent
Difficulty in adapting open skills
Performance is much slower
Lots of effort with not always the same amount of success
Expert
Very consistent performance
Performs with little effort
Performs skills quickly
Can adapt open skills easily
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34. How do we learn a skill? Skills can be complex or simple
Some skills are learned as a whole skill or some are learned in part and gradually built into a larger complete skill. This is often referred to as:
Whole Learning
Part Learning
Skills can also be defined as open or closed.
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35. Open Skill
Open skills: sports such as Netball, Football, and Hockey usually involve open skills. This is because the environment is constantly changing and so movements have to be continually adapted.
Therefore, skills are predominantly perceptual. The skill is mostly externally paced, for example a pass in football. Open skills tend to be more complex.
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36. Closed Skill
Closed skills. These skills take place in a stable, predictable environment and the performer knows exactly what to do and when. Closed skills can be simple or complex.
Therefore, skills are not affected by the environment and tend to be habitual. Movements follow set patterns and have a clear beginning and end.
The skills tend to be self-paced, for example a free throw in Basketball, and serving in Squash or Tennis.
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37. Learning skill
Skills are learned by using one or more of the following methods.
Demonstration – Must be directed at the correct level
Copying – Must have had a good demonstration
Practice – Repeating good skills
Trial and error - Remember practice makes permanent not perfect!!!
Role Models – E.g. Beckham, Wilkinson
All of the time that we learn skills and put them into competitive situations we are processing information.
This takes the form of some of the information that we
have stored of what we have learned so far and what we
have learned from previous experience.
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38. Learning skill
During competition we need to process the following information about that exact situation:
What is happening (Input)
How do we react to the situation (Decision making) then (Output)
Was the decision correct? (Feedback)
Write a situation or skill in one of the following sports that follows this rule.
Football, Basketball, Tennis,
Rounders, Netball, Rugby.
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39. Examples of Input How fast is the ball travelling?
Is the ball swerving?
Where is my opponent moving?
This is dependent on how the performer pays attention to the activity.
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40. Decision Making Which tackle shall I make? Where should I move?
What shot should I play?
When should I move?
All dependent on how the performer sees the situation. Good performers are said to be able to ‘read the game well’
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41. Output
This is actually putting into place the selection made by the performer.
It is a direct result of the input and decision making e.g. Being in the right place, selecting the correct skill or correct pass.
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42. Feedback
This is where you see if your response was correct or successful.
This information is then stored in the memory and will be drawn upon to influence any similar instances that occur.
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43. Information Processing Model
Good shot, my opponent is weak on that side
How fast is the ball travelling
Which shot shall I play
Input
Decision making
Output
Feedback
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44. Feedback
Feedback can be used to identify strengths, weaknesses, increase motivation and set goals for improvement
Feedback has many different forms. You must know the following types of feedback
Intrinsic
Extrinsic
Knowledge of performance (KP)
Knowledge of results (KR)
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45. Intrinsic Feedback
This requires the individual to have enough experience in an activity to know how they have performed or what they could do to improve.
Question
Who would have problems in using intrinsic feedback correctly?
Answer
Novices and beginners as they would not have the previous experiences to draw from to improve their performance.
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46. Extrinsic Feedback
This feedback comes from and external or outside source e.g. coaches teachers or spectators. To be effective it is important that feedback from an external source must be:
Limited to only a few things to concentrate on at a time.
Occurs during or immediately after competition.
Does not de-motivate.
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47. Knowledge of Performance
This is can come from a performers own feelings on how they have performed. But it is more likely to come from a coach, teacher or video.
KP is analysing the actual nature of the performance. For example scoring a goal but knowing that you miskicked it. Or saving a shot but watching on video later and realising that you didn’t know the shot was coming.
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48. Knowledge of Results
Knowledge of Results is different from KP as the type of feedback comes from external sources (Judges, referees).
For example the distance a javelin has travelled, or the score for a gymnastics vault. This enables an athlete to learn from the outcome itself.
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49. The Order That We Learn Skills
We learn skills in a specific order and we cannot move to the next level until we have mastered our current level. For example we cannot learn to hurdle until we can run properly. The order of the levels are as follows:
Cognitive phase – Beginner level, hesitates and is inconsistent
Associative phase – More fluent, confident in performing
Autonomous phase – Highly polished performance, skill produced almost without thinking
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50. Factors Affecting Participation and Performance
Motivation and Mental Preparation
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51. What is Mental Preparation?
Ability, skill level and physical size count for very little in any activity if the performer is not prepared mentally. This applies to competitive and recreational activities.
Not preparing properly for an activity, being worried about current form or previous performance can all affect the outcome. Pressure can have a major influence, some people perform well under pressure whilst some crumble.
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52. Relaxation
This is required by both the mind and body. This means we require mental and physical relaxation.
Physical relaxation means reducing muscular tension. This comes from stress and anxiety about performance. This can be reduced by massage.
Mental relaxation can be achieved various ways. By meditation, music, a quiet word with a coach or friend, or ‘self talk’ where the athlete goes through a routine of self communication using key words.
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53. Mental Rehearsal
This is having the ability to visualise the perfect execution of the movement or skill.
For example David Beckham and Johnny Wilkinson both use visualisation and mental rehearsal techniques at every training session. Imagining the smell, sound and feel of every action that will take place during the actual technique.
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54. Focusing
The purpose of focusing is to identify a few key points which, if achieved should ensure success. Focusing enables the performer to be free from distractions. This is also known as being in the ‘Zone’
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55. What is Motivation?
Motivation is the individual reasons that person has for getting involved in an activity.
These can be money, health reasons, to meet friends, to feel better, to let of steam, to show off, to compete.
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56. Intrinsic Motivation
This is basically self motivation. It is the performers personal reasons for participating in an activity.
It is normally associated with those performers who do not always expect to participate at elite levels. However some athletes still participate for the love of their sport.
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What reasons might be intrinsically motivated?

57. Extrinsic Motivation
This type of motivation comes from external sources such as rewards, trophies and money.
Teachers, coaches and governing bodies use extrinsic motivation to generate interest in activities.
Can you think of any examples?
Award schemes, certificates, badges, trophies
Most people have a mixture of both, people generally tend to do things because they enjoy them and are good at them.
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58. Arousal
Motivation can also effect the level of arousal, or state of readiness.
This can be achieved by the coach or captain ‘Psyching up’ their players.
Reminding players what is at stake if they lose or win can be an effective way to increase the level of arousal.
What could raise arousal in low level sportsmen and women?
What could raise arousal in professional athletes?
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59. Over-Arousal
Some performers are aroused too easily, this can cause problems.
Athletes that ‘lose it’ all to often end up under performing. Footballers such as Di Canio, Viera and Keane sometimes get over aroused and end up getting sent off leaving the rest of their team to struggle without them.
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60. Goal Setting
This is a process of setting ACHIEVABLE goals for a performer to work towards in order to improve.
This can help increase motivation especially if each goal is broken down into smaller parts.
Goal setting can really benefit the novice or beginner in that they can concentrate on just one aspect of the activity before moving onto the next one.
For example setting a goal of being able to perform a 3 minute routine on a trampoline is to large for a beginner. But breaking the individual skills down and over a series of weeks adding to your skills.
A chart can be used to monitor an individual in any activity. Write any sport on the chart your handout.
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61. Goal Setting Swimming Short Term Long Term Beginner Weak Able
To be confident in water. To put face in water
Swim one width unaided
Weak
Improve arm and leg action
Swim longer distances without stopping
Able
Learn the correct techniques for the 4 major strokes
Swim all strokes effectively and be able to compete
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62. SMARTER
As we have just said in order to keep motivated we need to set achievable smaller goals that are part of a larger goal.
To do this correctly we should use the S.M.A.R.T.E.R. principle
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63. SMARTER S – Specific not vague
M – Measurable have a standard to measure against
A – Accepted agreed by both coach and performer
R – Realistic possible to achieve
T – Time related reach each target in a specific time
E – Exciting motivating and interesting
R – Recorded write down what you have achieved
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64. Types of Goal
Process Goals – These are connected with improvements in skill or technique, or smaller aspects or tactics in a game
Target Goals – These are overall goals such as improving a personal best or number of goals scored by a team in a season
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