Goal setting
Whilst using different forms of analysis, whether it is technology or hand written, it can be important for the coach to set the participants goals.
These goals can be for the team or individual and could include areas of work on a certain technique/skill or a team building exercise. A coach can also set themselves a goal such as spending time evaluating the session held to create an improved plan for next time. In the coaches plan for their next session it may include the goals set for participants so that the goals become realistic and related to the task at hand. Goals may come visible after a coach has used performance analysis and from that data a problem may have arise. A coach can then create a training session focusing on this area so that the participants can overcome any struggles they may be having. Many coaches will set goals through performance analysis as technology can make it clearer to the participants what areas need to be improved. An example of this is the side by side comparisons to an elite athlete. This will allow the coach to show the team/participant how they compare to this athlete. It can be also useful for the participants to create their own goals as it may lead to them learning knowledge from the footage captured. A quote that reinforces this is “Goals... indirectly affect action by leading individuals to desire, discover, and/or use knowledge and strategies related to the task at hand” (Loocket al., 2013:1318). Loock’s quote means that the individuals may create their own personal way of using a
skill in a game based situation, this is important when coaching children helping them be creative. The quote also means that giving goals can give participants the desire to achieve these areas of improvement.
Using key performance indicators when analysising is useful for coaches as they can look for certain skills in a match or activity. Key performance indicators are
certain skills a coach will look for, an example of this is passing, clearing and tackling. The less key indicators the coach is looking at the further in-depth a coach can go on a certain technique. These key performance indicators can set goals for the participants and help the coach create a session plan for the future. Many coaches will use the SMART method of goal setting. A gaol must be Specific, Time related, Measurable, Agreed and Realistic. Using this method will help participants see that the task at hand is achievable and that they can push themselves to complete this goal. By having a specific goal it allows the
participant to just focus on one area of their game and is realistic to achieve. By having an agreement between the participant and the coach then they will both
know that the player understands what is needed. The coach must also show how the improvement will be measured; this could be through the same analysis as
before. However if the goal set is to easy due to a lack of understanding by coaching or bad analysis data then the participant may show low levels of
motivation to achieve the goal. This is reinforced by Loock who quotes “If the goals are too low, then they will only produce small discrepancies and, thus, trigger low levels of motivation” (Loocket al., 2013:1319). If the participant shows low motivation then they will more than likely under achieve thus not improving on the skill, which means the analysis has to be correct for the participant to receive a realistic goal.
These goals can be for the team or individual and could include areas of work on a certain technique/skill or a team building exercise. A coach can also set themselves a goal such as spending time evaluating the session held to create an improved plan for next time. In the coaches plan for their next session it may include the goals set for participants so that the goals become realistic and related to the task at hand. Goals may come visible after a coach has used performance analysis and from that data a problem may have arise. A coach can then create a training session focusing on this area so that the participants can overcome any struggles they may be having. Many coaches will set goals through performance analysis as technology can make it clearer to the participants what areas need to be improved. An example of this is the side by side comparisons to an elite athlete. This will allow the coach to show the team/participant how they compare to this athlete. It can be also useful for the participants to create their own goals as it may lead to them learning knowledge from the footage captured. A quote that reinforces this is “Goals... indirectly affect action by leading individuals to desire, discover, and/or use knowledge and strategies related to the task at hand” (Loocket al., 2013:1318). Loock’s quote means that the individuals may create their own personal way of using a
skill in a game based situation, this is important when coaching children helping them be creative. The quote also means that giving goals can give participants the desire to achieve these areas of improvement.
Using key performance indicators when analysising is useful for coaches as they can look for certain skills in a match or activity. Key performance indicators are
certain skills a coach will look for, an example of this is passing, clearing and tackling. The less key indicators the coach is looking at the further in-depth a coach can go on a certain technique. These key performance indicators can set goals for the participants and help the coach create a session plan for the future. Many coaches will use the SMART method of goal setting. A gaol must be Specific, Time related, Measurable, Agreed and Realistic. Using this method will help participants see that the task at hand is achievable and that they can push themselves to complete this goal. By having a specific goal it allows the
participant to just focus on one area of their game and is realistic to achieve. By having an agreement between the participant and the coach then they will both
know that the player understands what is needed. The coach must also show how the improvement will be measured; this could be through the same analysis as
before. However if the goal set is to easy due to a lack of understanding by coaching or bad analysis data then the participant may show low levels of
motivation to achieve the goal. This is reinforced by Loock who quotes “If the goals are too low, then they will only produce small discrepancies and, thus, trigger low levels of motivation” (Loocket al., 2013:1319). If the participant shows low motivation then they will more than likely under achieve thus not improving on the skill, which means the analysis has to be correct for the participant to receive a realistic goal.