Goal Setting Ultimately, this course is about enhancing your communication competence. In a very informal essay of about 300 words (either in the textbox or attach a file), talk about your goals for the course. Address the following questions: What are your personal goals for the course? How would you assess your current levels of communication competence, and in what areas would you like to improve? Please use the terminology from the œcommunication competence discussion in your response. How do you expect your contribution to your group will be above and beyond what would be expected from a member who just wants to œpass? How will this be known to the group and how will you be held accountable? What book do you intend to read for the book report? Provide the title, author, publisher, and date published. Why did you choose this book, and what do you hope to learn from it? see the file also I want say I have friend has same order please do not give me copy paset homework thnk you

You will be formulating a Goal Setting (GS) program for your team. Realizing that we are all at different stages of GS knowledge and application in our programs and personal life this assignment will provide the opportunity for you to stretch a little and take GS to a new and hopefully enhanced level. So to allow for the unique differences I will set up three categories from which you can select.
Intermediate: This level would be for those who have some GS strategies they use but after the reading the material they realize that improving their GS program would be beneficial for the group they work with or themselves.
Formulate this program or revise you current program, realizing there is always room for improvement.

This will be the format I want you to use in order to create consistency in the work that will be done regardless of the level you choose. The steps will be similar to the ones suggested in the book (Planning, Development and Implementation & Evaluation Phase) Please use the template and where appropriate feel free to add content that provides a clearer understanding of the GS program. You will be formulating this program for a team you are currently working with or plan to work with at some point. ****Please use this template:*****

1. Planning Phase (30 points)

A. Identify your program (5 points)

1. type of team and age level: College Tennis Team
2. number of players you will have on the team: 12
3. time frame: 1 Academic year

B. Write out at least 1 Outcome Goal for both an individual athlete Goal and a team goal that is specific to your practice or training. You also need to write out 1 Outcome Goal for both an individual athlete and your team that is specific to competition. These will not be bullet points or phrases. That will be 4 total Outcome Goals that have all the characteristics of quality written goal statements. If you are doing a personal or staff goal setting program you should also have 4 Outcome Goals. If you have a developed GS program in place please comment that these are past goals and identify them as old goals now revised. (15 points)
1. You also need written Process and Performance Goals that lead to each of the 4 Outcome Goals. There must be at least 1 Process and 1 Performance Goal for each Outcome Goal. There could be several Process Goals leading to 1 or more Performance Goals that will ultimately help reach the Outcome Goal stated. Remember, Process Goals first lead to Performance Goals and accomplishing performance goals lead to fulfilling Outcome Goals. Or you establish an Outcome Goal, then set a Performance Goal to reach the Outcome and set a Process Goal to reach the Performance Goal. Each of the goals (Outcome, Performance, Process) should have the qualities of good goal statements (SMART).
2. You should be identifying goals that can be implemented for practice and competition or if you are doing personal development something that provides goals for different areas of your life (physical, spiritual, social, intellectual, etc)
3. Write these goals out making sure you use the goal setting guidelines outlined in pages 206-215. They should be full statements that meet the following criteria as much as possible; specific, measurable, stated in the positive, completion date, etc.

C. Finish this section with a rational on why you selected these goals to focus on. Each of you will have different reasons that can vary from but not be limited to; (10 points)
1. It is a team weakness that needs to be improved
2. Want to focus on academics as a part of the players/teams development
3. Improve skills in a specific area
4. Improve physical ability of players/team
5. Work on improving offense of defensive game plans/strategy
6. Involved in aspects of character development

** This planning phase will probably be you most difficult section to complete. For sure, the most time consuming so do not get discouraged. Getting a clear vision of what you want to specifically happen with a formal GS program makes it much easy to make it work and will be a benefit to your players and teams.

2. Goal Setting Skill Development Phase (10 Points)

A. Education Phase (athletes & staff)
Create a plan that outlines when (what part of the season), what you will cover and how much time you plan to spend helping your athletes understand the value and the methods you and they are going to use to make this happen. This should be developed so it makes sense in light of using the GS plan during the first season and beyond. 5 points

B. Remember that athletes should be involved with you as they set personal goals and the team has input into the team goals.
Provide a brief description on how you plan to accomplish this important phase of actually setting the goal. 5 points

C. Record goals – Remember a critical key to successful GS is Written Goals
What process will you use for team members or you to have the written team and their individual goals in front of them a significant amount of time? 5 points

3. Implementation and Evaluation Phase (10 Points)

1. Implement 10 points
You need to now set the plan in motion with set dates (actual calendar dates or set dates in the weeks of your season) when the GS plan gets implemented. This does not have to be major time commitment if done in small blocks of time. You can even use preseason dates to implement.
2. Evaluate 5 points
When, where and how will individuals or the team get feedback on goals? These could be covered in these ways
-Athlete journals
-When will you schedule meetings
-Discussion among subgroups on your team (by position)
-Provide feedback after practices
What process will you use if goals are not being met or being exceeded to quickly or easily. Goals need to be changed.

You will be formulating a Goal Setting (GS) program for your team. Realizing that we are all at different stages of GS knowledge and application in our programs and personal life this assignment will provide the opportunity for you to stretch a little and take GS to a new and hopefully enhanced level. So to allow for the unique differences I will set up three categories from which you can select.
Intermediate: This level would be for those who have some GS strategies they use but after the reading the material they realize that improving their GS program would be beneficial for the group they work with or themselves.
Formulate this program or revise you current program, realizing there is always room for improvement.

This will be the format I want you to use in order to create consistency in the work that will be done regardless of the level you choose. The steps will be similar to the ones suggested in the book (Planning, Development and Implementation & Evaluation Phase) Please use the template and where appropriate feel free to add content that provides a clearer understanding of the GS program. You will be formulating this program for a team you are currently working with or plan to work with at some point. ****Please use this template:*****

1. Planning Phase (30 points)

A. Identify your program (5 points)

1. type of team and age level: College Tennis Team
2. number of players you will have on the team: 12
3. time frame: 1 Academic year

B. Write out at least 1 Outcome Goal for both an individual athlete Goal and a team goal that is specific to your practice or training. You also need to write out 1 Outcome Goal for both an individual athlete and your team that is specific to competition. These will not be bullet points or phrases. That will be 4 total Outcome Goals that have all the characteristics of quality written goal statements. If you are doing a personal or staff goal setting program you should also have 4 Outcome Goals. If you have a developed GS program in place please comment that these are past goals and identify them as old goals now revised. (15 points)
1. You also need written Process and Performance Goals that lead to each of the 4 Outcome Goals. There must be at least 1 Process and 1 Performance Goal for each Outcome Goal. There could be several Process Goals leading to 1 or more Performance Goals that will ultimately help reach the Outcome Goal stated. Remember, Process Goals first lead to Performance Goals and accomplishing performance goals lead to fulfilling Outcome Goals. Or you establish an Outcome Goal, then set a Performance Goal to reach the Outcome and set a Process Goal to reach the Performance Goal. Each of the goals (Outcome, Performance, Process) should have the qualities of good goal statements (SMART).
2. You should be identifying goals that can be implemented for practice and competition or if you are doing personal development something that provides goals for different areas of your life (physical, spiritual, social, intellectual, etc)
3. Write these goals out making sure you use the goal setting guidelines outlined in pages 206-215. They should be full statements that meet the following criteria as much as possible; specific, measurable, stated in the positive, completion date, etc.

C. Finish this section with a rational on why you selected these goals to focus on. Each of you will have different reasons that can vary from but not be limited to; (10 points)
1. It is a team weakness that needs to be improved
2. Want to focus on academics as a part of the players/teams development
3. Improve skills in a specific area
4. Improve physical ability of players/team
5. Work on improving offense of defensive game plans/strategy
6. Involved in aspects of character development

** This planning phase will probably be you most difficult section to complete. For sure, the most time consuming so do not get discouraged. Getting a clear vision of what you want to specifically happen with a formal GS program makes it much easy to make it work and will be a benefit to your players and teams.

2. Goal Setting Skill Development Phase (10 Points)

A. Education Phase (athletes & staff)
Create a plan that outlines when (what part of the season), what you will cover and how much time you plan to spend helping your athletes understand the value and the methods you and they are going to use to make this happen. This should be developed so it makes sense in light of using the GS plan during the first season and beyond. 5 points

B. Remember that athletes should be involved with you as they set personal goals and the team has input into the team goals.
Provide a brief description on how you plan to accomplish this important phase of actually setting the goal. 5 points

C. Record goals – Remember a critical key to successful GS is Written Goals
What process will you use for team members or you to have the written team and their individual goals in front of them a significant amount of time? 5 points

3. Implementation and Evaluation Phase (10 Points)

1. Implement 10 points
You need to now set the plan in motion with set dates (actual calendar dates or set dates in the weeks of your season) when the GS plan gets implemented. This does not have to be major time commitment if done in small blocks of time. You can even use preseason dates to implement.
2. Evaluate 5 points
When, where and how will individuals or the team get feedback on goals? These could be covered in these ways
-Athlete journals
-When will you schedule meetings
-Discussion among subgroups on your team (by position)
-Provide feedback after practices
What process will you use if goals are not being met or being exceeded to quickly or easily. Goals need to be changed.