Psychology: Goal Setting For an Athlete
A long-term goal that I would like to achieve is: Take part in the next Olympics games coming in two years
Three short-term goals with process goals:
1. Focus on fitness and physical exercise (The goal is to join a gym and exercise regularly, at least six days a week). The assessment measure would be daily punctuality for adhering to the fitness plan.
2. Focus on a diet that would help give strength and vigor to the body for training (The goal is to follow a diet plan usually provided by the gym instructors in the beginning and then move on to the professional trainers one). The assessment measure would be the daily intake of each days specific food items with a combination of all nutrients, proteins, carbohydrates, good fat, calcium, etc.
3. Please search for a trainer that would guide the games and the relevant training session required (Check the background of the trainer who should have knowledge or a little experience of the Olympics). Assessment measures would be conducting online research and asking friends and family who know anyone professional and ensuring about the trainers professional experience.
Specific: The desired result would be to become one of the candidates for swimming in the Olympics
Measurable: Being able to beat my competing swimming fellows in the training center and be confident that I can secure first place in Olympics
Achievable: The skills needed to become a strength, speed, aerobic endurance, dexterity to sustain resilience in water, and muscular as well as mental strength (Pyne and Sharp, 2014)
Realistic: The goal does not violate any laws since it is achievable with training and consistency
Time-bound: Two years
A long-term goal I would like to achieve is to become a public speaker, influencer, and mentor after participating in the Olympics. I would have experience with the games and the skillful knowledge that other learning athletes might need.
Three short-term goals with process goals:
1. Ensuring I have a social media account, especially a running channel on YouTube (Process goal would include setting up an account if there is none). Assessment measures would be an official guarantee from the company that my channel is officially running.
2. Ensuring that I have a suitable number of subscribers who would like to watch my videos for motivation and learning (Process goal would be to share and ask people to subscribe to your channel, especially athletes; finding them on social media groups would be an easy way to do so). The assessment measure would be an increasing number of subscribers each month.
3. Ensuring that I upload at least one video each week (The process goal would be to make a video and edit it to make the educational content more engaging and useful (Traboco et al., 2022); infographics and images would be more captivating for the viewers to get more views and likes). The assessment measure would be to ensure that the video is uploaded on all platforms it should reach, either YouTube or social media platforms.
Specific: The desired result is to provide education and training tactics to those who want to become the next candidates for the Olympics games
Measurable:Getting 1000 subscribers each month would indicate the success of the channel and that it is reaching the maximum number of people who want to learn
Achievable: Consistency, extensive knowledge of the Olympics, and relevance to swimming. Also, the educational content should not look obsolete with old training techniques and provide the latest information that might have changed over time to keep the viewers updated.
Realistic:The goal does not violate any laws since it is achievable with consistency.
Time-bound: After having participated in the Olympics, soon after two years.
Factors Shaping Performance (Intrinsic)
The summary of setting my long-term and short-term along with process goals, reflects the factors that would...
…with Olympics entry, would give verbal instructions that would teach internal andexternalinstruction. Internal instructions would be for my body joints movements, angles, and actions to do exercises, while external instruction would be to achieve the intended outcomes or goal (Kershner, Fry & Cabarkapa, 2019). Myinformation processing would depend on how clear his verbal instructions are and the strategies dissemination for my faster working memory. Secondly, the same I would have to apply for my won second long-term goal to coach and mentor through my videos. I would have to gain my viewersattentional focusby being clearer in my instructions and being more assertive.Challenges do not cease to occur, and stress is one of the concerns I would naturally face when practicing for the Olympics or standing in a queue for a swimming competition. I can combat thatstress arousal with deep breathing exercises and other relevant muscle-relaxing techniques that my trainer would teach me.
I do not feelproprioception, need to achieve, and self-efficacywould impact me negatively and therefore need to be changed or are difficult to change. I believe I have them in my impersonality as, without them, I would not have been able to jump a rope merely.
Stage 1:I would write my goals. For example, jumping a rope 500 times.
Stage 2:I would form a timeline to achieve them, for example, jumping rope 500 times in 10 minutes.
Stage 3:I would not feel de-motivated if I fell sometimes; rather, I would stand back up again and re-evaluate myself for my learning gaps and what I am missing.
References
Balk, Y. A., de Jonge, J., Oerlemans, W. G., & Geurts, S. A. (2019). Physical recovery, mental detachment, and sleep as predictors of injury and mental energy.Journal of Health Psychology,24(13), 18281838. https://doi.org/10.1177/1359105317705980
Bulbul, A. & Akyol, G. (2020). The effect of self-talk on athletes. African Educational Research Journal, 8(3), 640-648. https://doi.org/10.30918/AERJ.83.20.141
de Albuquerque, L. R., Scheeren, E. M., Vagetti, G. C., & de Oliveira, V. (2021). Influence of…
References
Balk, Y. A., de Jonge, J., Oerlemans, W. G., & Geurts, S. A. (2019). Physical recovery, mental detachment, and sleep as predictors of injury and mental energy. Journal of Health Psychology, 24(13), 1828–1838. https://doi.org/10.1177/1359105317705980Bulbul, A. & Akyol, G. (2020). The effect of self-talk on athletes. African Educational Research Journal, 8(3), 640-648. https://doi.org/10.30918/AERJ.83.20.141
de Albuquerque, L. R., Scheeren, E. M., Vagetti, G. C., & de Oliveira, V. (2021). Influence of the coach’s method and leadership profile on the positive development of young players in team sports. Journal of Sports Science & Medicine, 20(1), 9–16. https://doi.org/10.52082/jssm.2021.9
Diotaiuti, P., Corrado, S., Mancone, S., & Falese, L. (2021). Resilience in the endurance runner: The role of self-regulatory modes and basic psychological needs. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.558287
Ives, J.C., Neese, K., Downs, N., Root, H. & Finnerty, T. (2021). The effects of competitive orientation on performance in competition. The Sports Journal, 24. https://thesportjournal.org/article/the-effects-of-competitive-orientation-on-performance-in-competition/
Kershner, A. L., Fry, A.C. & Cabarkapa, D. (2019). Effect of internal vs. external focus of attention instructions on countermovement jump variables in NCAA division I student-athletes. Journal of Strength and Conditioning Research, 33(6), 1467-1473. https://doi.org/10.1519/JSC.0000000000003129
Pyne, D.B. and Sharp, R.L. (2014). Physical and energy requirements of competitive swimming events. International Journal of Sport Nutrition and Exercise Metabolism, 24(4), 351-359. https://doi.org/10.1123/ijsnem.2014-0047
Traboco, L., Pandian, H., Nikiphorou, E., & Gupta, L. (2022). Designing infographics: Visual representations for enhancing education, communication, and scientific research. Journal of Korean Medical Science, 37(27). https://doi.org/10.3346/jkms.2022.37.e214
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