Bullseye By Quirky Kid
  • Develop a better understanding of what constitutes specific, clear goals;
  • Introduce the concept of action plans to develop specific skills;
  • Clarify that goals can be practical things, like a new move, or more intangible things, like a particular attitude or behaviour
  • Practice writing down goals and committing to a realistic time frame to achieve it

This section invites participants to go a little deeper into some of the goal setting concepts. Participants are encouraged to start and visualise their pursuits in a sequence of small steps. Furthermore, they should now be able to start and define action plans on how to improve each one of those specific steps. Younger athletes and performers rely primarily on a coach or teacher’s directions in terms of what they are learning at any given time. Whilst deciding on the way in which progression occurs is the responsibility of coaches and teachers, it can be useful to collaborate in a way that children and adolescents can begin to take more responsibility for their improvement. This section works most effectively when it occurs as a conversation between a coach or teacher and an athlete or performer. Providing children and young people with an opportunity to become more active in the development of their goals can assist with many aspects of training, such as motivation and focus. It is likely that some participants will have already been exposed to some of these concepts. They may not, however, have taken the time to document and develop a critical action plan for each skill, or become involved in their own training pathway in an active way. It is important to remember that using a rating scale is designed to give an estimation about where a person believes he or she sits currently, or would like to be in the future, rather than being a “true” representation of ability or skill. Rating scales are best used in a way where the value given is the one that first pops into our head.

The book has used percentages, however you can use any kind of rating scale, such as 1-10, or 1-100 and adapt it to the bullseye. It helps to assist participants to understand what the rating represents with statements such as “If 100%/10/100 means you are perfect at that skill, and 0%/0 means you can’t do that skill at all, where do you think you are now?”. These kinds of ratings scales can be also be used to map day-to-day events and experiences such as “If 10 is the maximum amount of strength you could have, and 0 means that there is no strength at all, how strong would you say you are right now? Coaches, teachers and parents may notice a greater sense of responsibility and ownership over development and participation.

  • By developing a step-by-step action plan participants are expected to perform better and feel better too. This applies to many areas of learning and it is no different in performance management.
  • Rating and tracking current performance can assist in verifying that individual goals have progressed or need a bit more effort or perhaps a different approach altogether.
  • Participants are also expected to confirm if their goals are realistic or perhaps, if they need to be broken down even further. You should provide plenty of examples of how this is achieved.
  • Participants should be encouraged to complete this exercise regularly and seriously review their achievements.
  • After graphically visualising their goals, participants are invited to go a step further and transcribe their goals into descriptive sentences. The aim of this section is to reinforce individual commitment to goals and create a narrative, or story around what will be happening. This story can be transcribed onto a poster or blackboard, or repeated as a statement or affirmation.
  1. Begin the lesson reading the summary of ‘Powering Up To Where I Want To Go’
  2. Elicit discussion around different goals. Do any participants have skill-related goals (eg.  improving on their writing skills, being able to swim a certain stroke). Do any participants have attitude-related goals (eg. having a positive attitude before training). How are skill-related goals and attitude-related goals different? Would either one be easier to achieve? Are they both necessary to work on when considering the participant’s ultimate goal?
  3. Next, facilitate discussion around helpful versus less helpful goals to have. Why would having the goal of winning be less helpful when considering goal setting? (eg. goals need to focus on what you can do and how you can do it.) How could participants break down a goal of ‘winning’ into ‘what’ and ‘how’ steps? (eg. the winner of last year’s swimming championships got a time of ** in breast stroke, so I need to get my time as close to that as possible….and help participants brainstorm ways they could achieve this eg. improve attitude, increase training, work on weaknesses such as core strength through weights training). Reinforce that goal setting is about WHAT you can do and HOW you can do it.
  4. Lead discussion into helping participants also consider timeframes for their goals. What are long term goals, medium term goals and short term goals? Why is it necessary to break goals down and how might you do this? (eg. use a timeline approach- place your long term goal at one end and work backwards in steps that you need to achieve to reach this goal and help participants place realistic timeframes on it. Participants could draw their own timeframes and even think of past timeframes they have had for things already achieved eg. think of all the achievements they made before starting school.
  5. Next, move on to reading the ‘Bullseye’ example. Highlight the goal Joshua has is to qualify at the upcoming state championships and that to do help him do this, he must improve in four areas (splits pacing, attitude, timing turns and leg strength) which become smaller goals he can work on NOW.
  6. Highlight the detail in Joshua’s example and the different goals he has ie. skill-related goals and attitude-related goals. Ask participants to reflect on how Joshua’s performance would be if he solely focused on his attitude goals, or only his skills-related goals. What are the benefits of focusing on both attitude and skills-related goals? Why? How do they know this? What are some examples from their own experiences?
  7. Next, support children in filling out their own ‘Bullseye’. Help participants understand each step before moving onto the next step to ensure they understand the process of goal setting.
  8. For the first step, help participants identify a bigger goal that is relevant and current (eg. audition for a dance contest in a month) and what four specific skills may help them perform at their best (eg. high leg lifts, positive attitude in evenings, split leaps, flexibility). Again, remind participants that they can include mental skills such as developing a positive attitude.
  9. Next, help participants write these skills into the outer ring of the Bullseye, ensuring these skills are specific (eg. high leg lifts) rather than general (eg. dance nicely).
  10. Support participants with understanding the rating scale 0-100%. Provide some examples to clarify this for participants (eg. I get out of bed on time only half the time, so I would fill out 50% but I would like to improve this to getting up on time during the weekdays- 75%). Help participants rate their own skills
  11. Help participants write three goals related to the skills they would like to improve on. These goals need to be time specific, that is, for the next 6-8 weeks. Help participants think about detailed explanations of WHAT they can do and HOW they can do it. For example, to improve on flexibility to a 75%, I need to stretch each muscle group for 10 mins every morning and evening. I will stretch between 7-7:10am and 6-6:10pm on my yoga mat in the gym). Highlight the importance of details in the goals.
  12. As an additional activity, participants could be supported in writing their goals down on paper to stick up in their rooms to remind them and encourage them to keep working towards their goals. Goals can also be made into statements or affirmations to boost motivation.
  13. Turn to ‘Developing your Bullseye Profile’. Utilising their Bullseye help participants fill out the goals for the next 4-6 weeks. Participants may need extra support with filling in the ‘I will do this by’ section- help participants think of the steps they need to take to achieve the goal, who may be able to help them, what things they will need to help them, when they plan to take the steps etc. It may be helpful to consider with participants any things they see could interfere with them completing the steps (eg. being too tired, having too much homework) and helping them problem solve around this (eg. do extra training the next day, plan for break days/down time, do homework in their lunch hour or speak to their teacher about reducing the homework).
  14. Finish the lesson by asking participants to read out some of the goals or affirmations they have written down to the group.

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