The Learning Process
San Diego Figure Skating Communications
a non-profit educational organization
Goals for Athletes
|Goal Type||Poorly written goals||Rewritten and improved goals|
|Process||Specific mechanical skill||Focus
on flexibility of performing a spiral
number of revolutions in a centered upright spin
take off and correctly landing a specific jump
the consistent performance of a specific jump from "O" score to an
average of +1 for series of 10 continuous jump executions
long term planing goals should be comprised of shorter and more
immediate goals that will result in achieving the long range plan.
Training for the ultimate
Consistence in a competition setting is obtained as a result of practices that simulate the desired competition performance It is important that the athlete and the coach recognize the reasoning behind the training procedure in preparation to peak for each competition.
Practice goals should match competition performance goals as often as possible. The athlete's attitude and motivation established during practices essentially will carry through to the actual competition. For example, arriving on time ready to practice, entering warm-up with enthusiasm and following their training plan demonstrates their desire to succeed. Practice goals should involve the use of mental skills such as imagery which can help with skill learning, strategies, presentation and working through competitive anxiety.
Every athlete should feel that they
are in control (self-determined) of
their goals. This approach helps to ensuring that athletes accept and
internalize their training goals. When an athlete sets their
own goals, they are more likely to internalize them. If a
coach sets the goals for athletes, the athlete is less likely to act on
the goals if the coach is not present at the training session.
Different strokes for
There are personality and individual differences in every individual. There isn't a "one size fits all" approach for setting goals. The individual personality characteristics of each athlete determines the effect- iveness of goal setting. Some athletes are ego oriented (compares their performance to that of others) and others are task oriented (compares her performance to herself). This is an important consideration on how and to what extent each individual internalizes goals.
When athletes define success as beating others, they lose control over the outcome. Ego oriented athletes have a tendency to set unrealistically high or low goals. This allows them to have an excuse if their goals are not attained. Task oriented athletes set goals about doing their best and achieving an improvement in their performance is a successful experience that they can saver.
Being positive beats being
negative and down on yourself
Setting positive goals establishes a completely different attitude in an individual Set goals in positive terms by focusing on behaviors that are desired. This can help athletes focus on their success.
Establish a goal
– There is a substantial difference between setting goals
and identifying a strategy to accomplish the goals.
The ideal training
environment is one in which the majority of the other athletes support
similar goals – Warning, there are always a few sackers that
responsible athletes will avoid attempts to join them in breaking
Individual performance goals should involve areas that are weak performance areas and focus on technique or strategies involved to strengthen those weak areas over the course of a season.
Establishing goals creates a
pathway to success
Setting goals and objectives creates a path for figure skaters to follow to master the skills that are necessary to be successful. Goals and objectives are an effective motivational technique that boosts skill learning as well as performance in competition.
Ice skaters tend to be more
focused and committed
to training when goals are clearly established and they know
unquestionably when they have achieved them.
Figure Skating Goals
There are three different types of goals coaches can establish to help athletes develop the skills to be successful as an athlete:
Coaches and parents must be very specific about their expectations of what the skater can accomplish in a given timeline. Specific goals are more effective than do-your-best goals or no goals.
Goals must be meaningful to the skater. He/she must understand the relevance of goals so they are motivated to achieve them. This is especially true of teenagers who may be challenging authority figures at home, work, and school.
Identify the target skills that an athlete needs to develop, the conditions under which the athlete is to perform these skills, and the reward for achieving the goal. For example, completion of 90% of attempted multi-revolution jumps that are fully rotated and landed on a secure one foot landing will be rewarded by incorporating the jump into their competition program.
Offer constructive feedback and be precise about the progress.
It is very important that each skater participates in the goal setting process and provides input back to their coach on how they perceive their progress. Better results are achieved using this approach than assigning goals without the involvement of the skater.
Adjust goals to accommodate individual differences, such as age, gender, physical attributes, abilities, stage of learning, past experience, or other pertinent qualities.
Track scores from fitness or sport skill tests as an objective measure of how how off-ice training is progressing.
Track progress of testing. Review actual test sheet
Track placement and summary sheets of IJS events.
Learning AcquisitionPDF Attentional Focus
Establishing Goals for Athletes
Goals Worth Achieving
Mental Aspects of Skating
Multi-tasking in Sports
Athlete Focus Abilities
PDF Effects of Mood on Performance
PDF Confidence through Motivation
PDF Transfer of Learning Issues
of Related Ideas
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