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"We need to know where we are going and how we plan to get there. Our dreams and aspirations must be translated into real and tangible goals with priorities and a time frame. All of this should be in writing, so that it can be reviewed, updated and revised as necessary." Merlin Olsen, NFL Hall of Fame

1. Goals should be specific, behavioural, and measurable General goals ‘to do my best’ or ‘work hard every day’ are admirable, but they lack sufficient detail to progress. An action plan is needed, stated in behavioural terms, to provide specific instructions regard- ing what to do on a daily basis. This allows the goals to be easily measured in terms of both progress and compliance. A goal to com- plete 3 sets of 10 repetitions on the leg extension machine at 70lb can be easily determined if it was achieved or not. Improvements are recognised and adjustments are more readily made.

2. Use positive terminology Goals that use negative language increase the focus on potential errors without providing a constructive alternative. This increases the likelihood that what the athlete is trying to avoid will actually occur. Positive phrases guide behaviour by specifically stating the desired action. For example, instructing a baseball pitcher, ‘not to pitch inside’ will focus the athlete on that location. It is more effec- tive to state, ‘pitch the ball low and away’. In rehabilitation say, ‘breathe slowly and from your diaphragm when stretching,’ instead of ‘don’t hold your breath’.

3. Establish comprehensive goals with a timetable for completion Do not limit goals to physical progress (eg. ROM, strength). Additional psychological and performance goals create a complete rehabilitation programme. Time out due to injury provides opportu- nities for the development of mental skills that facilitate both sport and rehabilitation performance (eg. relaxation, imagery, positive self-talk, goal-setting). Performance goals improve sport-specific conditioning or technical and tactical skills. A timetable allows for a check on progress to see if realistic goals have been set. It fur- ther specifies the goal and reduces the athlete’s anxiety by educat- ing them about what to expect in the future.

4. Goals must be challenging and realistic Many athletes want to set very difficult goals to maximise achieve- ment, thinking, ‘if I fall short I’ll still have done a lot’. The truth is that overly difficult goals frustrate athletes. Confidence and moti- vation decrease and progress is slowed. Easy goals may protect self- esteem but won’t sufficiently challenge the athlete to improve. Realistic goals that can only be achieved with hard work provide the best balance of encouragement and progress.

5. Integrate short, intermediate, and long-term goals Short-term goals tell the athlete what to do on a day-to-day basis. Intermediate goals can be thought of as the major steps to be achieved en route to accomplishing long-term goals. A comprehen- sive goal-setting programme will directly link daily activities to expectations for upcoming competitions and with season or career goals. For example, a detailed, daily exercise prescription (short-

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term) may increase an injured athlete’s quadriceps strength by 15% over the next 10 weeks (intermediate) so that they can be at full strength and ready to play in the playoffs in 3 months (long-term).

6. Set both process and outcome goals Outcome goals are great for motivation (eg. winning a champi- onship) but are often not under the direct control of the athlete. Process goals direct the athlete’s attention to what they can con- trol and behaviorally defines the steps necessary to achieve the out- come by specifically telling the athlete what to do. For example, ‘spend 10 minutes before each training session imagining running hard on the rehabilitated knee’ to achieve the outcome goal of increased confidence.

7. Make goals personal Athletes must have a personal investment in their goals to be suc- cessful. Assigning them is not as effective as enlisting the athlete in the decision making process so that they feel in control of their rehabilitation. Reinforce accomplishments as a result of the ath- lete’s work, not the physical therapist, fitness trainer or doctor. This increases the athlete’s sense of mastery and confidence.

8. Focus on degrees of achievement It is important to avoid ‘black-and-white’ thinking where improve- ments are ignored if complete achievement of a goal isn’t attained. Reinforce effort and intensity, regardless of outcome. Set-backs are common so it is important to maintain a focus on overall progress and what the athlete can control. This minimises an athlete’s per- ception of failure and maintains their motivation.