Please Complete The Attached Worksheet And Summary

Please Complete Attached Worksheet As Well As Completed Summaryyou Ar

Please complete the Goal-setting Worksheet located in the Contents, assigned reading heading, of this module, and a 3-page summary. Address each personal and situational factor as it relates to your athlete. Focus on the short-term goals and complete the factors shaping performance, both intrinsic and extrinsic. Include statements about the individual and situation. In some cases, make the best guess possible at this time. Reflect on each component to understand how it could influence your ability to assist an athlete in creating an effective goal-setting strategy. Begin with your long-term goal and work backward. Complete three short-term goals for each, including process goals and assessments for each. Conclude with a summary of this plan, incorporating APA references and in-text citations.

Paper For Above instruction

Achieving athletic excellence requires a comprehensive understanding of goal-setting frameworks that incorporate personal and situational factors influencing athlete performance. This paper details a structured approach to developing a goal-setting strategy tailored to an athlete, emphasizing short-term goals that lead toward long-term success. The methodology combines introspective analysis with practical goal formulation, aligned with established psychological and coaching principles.

Introduction

Effective goal setting is a cornerstone of athletic development, fostering motivation, focus, and sustained effort (Locke & Latham, 2002). It involves not only establishing clear objectives but also understanding the individual’s unique characteristics and situational contexts that influence motivation and performance. This paper aims to construct a detailed goal-setting plan by analyzing these factors and formulating actionable short-term objectives aligned with long-term aspirations.

Personal and Situational Factors

Personal factors encompass intrinsic qualities such as self-efficacy, motivation, skill level, and psychological resilience (Bandura, 1997). Situational factors include environmental conditions like coaching support, access to resources, team dynamics, and external pressures. Accurately assessing these factors allows for tailoring goals that are challenging yet attainable, thereby enhancing the likelihood of success (Duda & Nicholls, 1992).

Long-term Goal

The primary long-term goal for the athlete is to qualify for national championships within the next two years by improving technical skills, increasing physical conditioning, and developing mental toughness. This overarching objective provides direction and purpose, serving as the foundational target guiding the subsequent formulation of short-term goals.

Short-term Goals

The process of establishing short-term goals involves breaking down the long-term objective into manageable, measurable steps. Each goal should be specific, attainable, realistic, and time-bound (SMART criteria). For each short-term goal, process goals focus on the behaviors and skills necessary to progress, while assessment metrics allow tracking of progress.

Goal 1: Technical Skill Improvement

- Description: Enhance specific technical skills such as accurate passing and positional awareness over the next month.

- Measurable: Achieve 80% accuracy in drills, as observed during bi-weekly evaluations.

- Attainable: Requires practicing 3 times weekly with the coach and utilizing video analysis.

- Realistic: Based on current skill levels and available resources.

- Timed: Complete within 4 weeks.

Assessment: Weekly skill assessments by the coach to track improvement, with feedback sessions to adjust practice focus.

Goal 2: Physical Conditioning

- Description: Increase endurance and strength through tailored training within the next six weeks.

- Measurable: Complete a standardized fitness test, improving baseline endurance times by 15%.

- Attainable: Involves 4 weekly training sessions incorporating cardio and strength exercises.

- Realistic: Resource and time commitments are manageable within the athlete's schedule.

- Timed: Achieve target fitness levels by the end of six weeks.

Assessment: Bi-weekly fitness testing with records to monitor gains and adjust training intensity accordingly.

Goal 3: Mental Toughness Development

- Description: Build resilience and concentration through psychological strategies over the next two months.

- Measurable: Demonstrate improved focus during competitions, as evidenced by fewer reported distractions and higher coach ratings.

- Attainable: Use mindfulness, visualization, and goal visualization techniques with weekly practice.

- Realistic: The athlete has expressed willingness to engage in mental skills training.

- Timed: Show measurable improvement within 8 weeks.

Assessment: Performance during competitions will be reviewed, alongside self-report logs and coach evaluations.

Summary

This goal-setting plan integrates a detailed analysis of individual and environmental factors with SMART criteria to establish feasible, motivating, and effective short-term objectives that lead toward the long-term aspiration of national qualification. Consistent reassessment and flexible adjustment of goals ensure responsiveness to the athlete’s evolving needs and circumstances. Employing structured psychological strategies supports the development of mental resilience essential for high-performance sports. This comprehensive approach emphasizes systematic progress tracking, resource utilization, and ongoing feedback to foster athlete development.

References

Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Company.

Duda, J. L., & Nicholls, J. G. (1992). Dimensions of achievement motivation and their relationship to sportspersonship and goal orientation. Journal of Sport & Exercise Psychology, 14(3), 276-289.

Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–717.

Schunk, D. H. (1990). Goal setting and self-efficacy During self-regulated learning. Educational Psychologist, 25(1), 71–86.

Seijts, G. H., & Latham, G. P. (2005). Intentions and goal-setting: The key to developing motivated and high-performing students. Canadian Journal of Behavioural Science, 37(2), 101–116.

Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.

Miller, S., & Cottrell, R. R. (2016). Mental skills training for athletes. Journal of Applied Sport Psychology, 28(3), 317–323.

Vealey, R. S. (2007). Mental skills training in sport. In G. Tenenbaum & R. C. Eklund (Eds.), Handbook of Sport Psychology (3rd ed., pp. 287–303). Wiley.

Pappano, D. (2010). The importance of goal setting in athletic performance. Sports Psychology Today.