goal setting and smart targets
4 detailed 50-minute lessons with teaching scripts, worked examples, parent guides, and assessment criteria.
Lesson Overview
Total Lessons: 4
Tier: Foundation and Higher
Duration: 50 minutes per lesson (200 minutes total)
Exam Boards: AQA, Edexcel, OCR, Eduqas, CCEA
Tier: Foundation and Higher
Duration: 50 minutes per lesson (200 minutes total)
Exam Boards: AQA, Edexcel, OCR, Eduqas, CCEA
Learning Objectives
- Explain the key ideas of goal setting and smart targets
- Apply goal setting and smart targets to exam-style questions
- Develop independent study skills
- Build cross-topic connections
Prerequisites
- Read the revision notes for goal setting and smart targets first (GCSE Revise summary)
- Key vocab to pre-teach: Goal setting, Exam Tip, Goal Achievement Cycle
- Basic skills: reading the summary notes and answering the practice questions there
Materials & Equipment
- Exercise book, coloured pens
- Ruler
- Printed revision notes (link below)
- Internet for videos (see Resources)
Lesson 1: Introduction: goal setting and smart targets
Duration: 50 minutes
Starter Activity (5 minutes)
Quick Recall
Write down everything you already know about goal setting and smart targets. Then check against the key terms: Goal setting, Exam Tip, Goal Achievement Cycle. Use a mini-whiteboard or paper.
Main Content (35 minutes)
Parent/Teacher Guide:
Before lesson: Read the script below. Pre-teach key vocab: Goal setting, Exam Tip, Goal Achievement Cycle.
If stuck: Re-read the revision notes (link above), then break the content into smaller steps.
Extension: See the Stretch & Challenge ideas in Lesson 4.
Before lesson: Read the script below. Pre-teach key vocab: Goal setting, Exam Tip, Goal Achievement Cycle.
If stuck: Re-read the revision notes (link above), then break the content into smaller steps.
Extension: See the Stretch & Challenge ideas in Lesson 4.
Teaching Script (35 mins):
Mins 0-5 - Hook: "Today: goal setting and smart targets. By the end you will be able to answer exam questions on it unaided. It connects to the rest of Physical Education because the ideas here recur across the spec."
Mins 5-20 - Direct Instruction: Work through the core ideas below one at a time; after each, ask your student to explain it back in their own words.
Mins 20-30 - Guided Practice: Model the worked example together, then let your student attempt the first practice question with guidance.
Mins 30-35 - Independent Practice: 2-3 practice questions from Lesson 3 below, with immediate feedback.
Mins 0-5 - Hook: "Today: goal setting and smart targets. By the end you will be able to answer exam questions on it unaided. It connects to the rest of Physical Education because the ideas here recur across the spec."
Mins 5-20 - Direct Instruction: Work through the core ideas below one at a time; after each, ask your student to explain it back in their own words.
Mins 20-30 - Guided Practice: Model the worked example together, then let your student attempt the first practice question with guidance.
Mins 30-35 - Independent Practice: 2-3 practice questions from Lesson 3 below, with immediate feedback.
First Look
Start with the revision notes summary, then attempt: Explain the difference between a performance goal and an outcome goal, using a sporting example.
Plenary (5 minutes)
Check Out
Your student states one thing they learned and one question they still have about goal setting and smart targets.
Lesson 2: Core Concepts: goal setting and smart targets
Duration: 50 minutes
Starter Activity (5 minutes)
Review Previous Lesson
Quick recap: write 3 key points from Lesson 1 on goal setting and smart targets. Check them against the notes below.
Main Content (35 minutes)
Goal setting: The process of identifying something you want to achieve and establishing measurable objectives and timeframes to work towards it. Goal setting provides direction, motivation and focus for performers.
Exam Tip: Performance goals are generally more effective because they are within the performer's control. Even if you lose a match, you can still achieve a performance goal. This maintains motivation. Outcome goals are useful for long-term ambition but should be supported by performance goals.
Goal Achievement Cycle: Set goal → Work towards it → Evaluate progress → Adjust if needed → Achieve goal → Set new goal. This cycle ensures continuous improvement and prevents complacency after achieving a goal.
PE Exam Tips — Goal Setting and SMART Targets: 1. For Goal Setting and SMART Targets questions, use subject-specific terminology precisely 2. Support every point with specific evidence or examples 3. Show balanced analysis — consider different perspectives before reaching a conclusion 4. Link your understanding of Goal Setting and SMART Targets to real-world contexts where possible 5. For longer answers, plan your response to address all parts of the question
| Term | Meaning | Example |
|---|---|---|
| Focus | Process and technique | Result and comparison |
| Control | Within performer's control | Partly outside performer's control |
| Example | "Improve my 100m time by 0.3s" | "Win the 100m race at counties" |
| Failure impact | Can adjust and keep working | Can demotivate if not achieved |
| Effectiveness | More effective for sustained motivation | Can create unhealthy pressure |
Practice (10 minutes)
Q: Explain the difference between a performance goal and an outcome goal, using a sporting example.
Answer: A performance goal focuses on improving a specific aspect of the performer's own performance, while an outcome goal focuses on the result, often compared to others. Example: A performance goal for a swimmer is "reduce my 100m backstroke time by 3 seconds" because it focuses on personal improvement and is within their control. An outcome goal is "win the 100m backstroke at the regional championships" because it depends on the standard of other competitors.
Plenary (5 minutes)
Explain Back
Your student teaches the key points back to you without looking. Fill any gaps immediately.
Lesson 3: Application: goal setting and smart targets
Duration: 50 minutes
Starter Activity (5 minutes)
Quick Recall
Recall the key terms: Goal setting, Exam Tip, Goal Achievement Cycle. Define each in one sentence.
Main Content (35 minutes)
Parent/Teacher Guide: Let your student attempt each question alone first, then compare with the model answer. Award method marks for correct working even if the final answer is wrong.
Q1: Explain the difference between a performance goal and an outcome goal, using a sporting example.
Answer: A performance goal focuses on improving a specific aspect of the performer's own performance, while an outcome goal focuses on the result, often compared to others. Example: A performance goal for a swimmer is "reduce my 100m backstroke time by 3 seconds" because it focuses on personal improvement and is within their control. An outcome goal is "win the 100m backstroke at the regional championships" because it depends on the standard of other competitors.
Q2: What does each letter in SMART stand for? Explain why each element is important.
Answer: S = Specific (clearly states what needs to be achieved, giving direction); M = Measurable (allows progress to be tracked objectively); A = Accepted (performer agrees and commits, increasing motivation); R = Realistic (achievable given current ability, preventing demotivation); T = Time-bound (creates urgency and prevents drift).
Q3: Rewrite this non-SMART goal as a SMART goal: "I want to be a better runner."
Answer: "I will reduce my 1500m time from 6:30 to 6:15 within 10 weeks by completing three training sessions per week including one interval session." (Specific: 1500m time; Measurable: from 6:30 to 6:15; Accepted: agreed with coach; Realistic: 15 seconds over 10 weeks; Time-bound: within 10 weeks.)
Q4: Why are performance goals generally considered more effective than outcome goals?
Answer: Performance goals are more effective because they are within the performer's control. Even if a performer loses a match, they can still achieve performance goals (e.g. improved passing accuracy), which maintains motivation. Outcome goals depend partly on the quality of opponents, so failing to achieve them can demotivate even when the performer has improved.
Q5: How can a performer evaluate the effectiveness of their goal-setting programme?
Answer: A performer can evaluate effectiveness by: reviewing progress against measurable targets at regular intervals, keeping a training diary to track improvements, discussing progress with their coach, using video analysis to assess technique, and checking whether goals have been achieved within the set timeframe. If goals are consistently not met, they may need to be more realistic.
Q6: Explain why a goal that is too easy can be just as problematic as a goal that is too difficult.
Answer: A goal that is too easy provides no challenge, so the performer may not put in maximum effort and motivation will be low. They may become complacent and not push themselves to improve. A goal that is too difficult can demoralise the performer when they fail to achieve it, leading to frustration, reduced confidence and potentially giving up. Both scenarios fail to optimise performance.
Plenary (5 minutes)
Error Review
Review any questions answered incorrectly. Identify whether the error was knowledge, method, or reading the question.
Lesson 4: Exam Practice: goal setting and smart targets
Duration: 50 minutes
Starter Activity (5 minutes)
Command Words
Review what these command words require: state (one point), describe (say what happens), explain (say why), compare (both sides), evaluate (judgement).
Main Content (35 minutes)
Exam-Style Question
Attempt a past-paper style question on goal setting and smart targets from the exam board past paper finder (see Resources), then mark it against the scheme.
Exam Tips: Always define SMART with full explanations - don't just list the words | Use sporting examples for every concept - examiners want to see application | Performance goals = within your control; Outcome goals = depend on others | When writing SMART goals, include all five elements explicitly | Remember that goals should be reviewed and adjusted regularly | Link goal setting to motivation - this is the key benefit examiners look for
Common Errors: Watch Out! Students often confuse "Accepted" with "Achievable" in SMART. Wrong: "A = Achievable - the goal can be reached." Correct: "A = Accepted - the goal is agreed upon by the performer and coach, ensuring commitment." (Achievable overlaps with Realistic.) Students often write goals that are not measurable. Wrong: "I will get better at passing." Correct: "I will improve my pass completion rate from 70% to 85%."
Stretch & Challenge (Grade 8-9):
- Synoptic links: explain how goal setting and smart targets connects to another Physical Education topic you have studied
- Real-world: research one real-world use or example of goal setting and smart targets
- Critical: "What are the limitations of the models used in goal setting and smart targets?"
Plenary (5 minutes)
Assessment Criteria
- Got it: Confident explanation + correct worked examples
- Getting there: Main points OK, needs support with detail
- Not yet: Confused on key concepts - re-run Lesson 2
Homework & Consolidation
- Consolidation: Re-answer any Lesson 3 practice questions answered incorrectly (20 mins)
- Retrieval: Write flashcards for the key terms: Goal setting, Exam Tip, Goal Achievement Cycle (10 mins)
- Exam practice: One past-paper question on goal setting and smart targets from the board websites (15 mins)
- Extension: Explain goal setting and smart targets to someone else in your own words (10 mins)