When is an athlete SATISFIED with his or her performance?
Performance Satisfaction is a judgment that the time and effort exerted to achieve valued goals was worthwhile; the result is worth the effort. Performance Satisfaction is important to long-term commitment (e.g., more than six months) to achieving goals; it is less important to initiate a new training program than to maintain it.
10 MENTAL SKILLS
- EFFORT
- LEADERSHIP
- OPEN TO FEEDBACK
- GOAL SETTING
- GOAL IMPLEMENTATION
- PERSONAL CONTROL
- MASTERY APPROACH
- SATISFACTION
- TASK CONFIDENCE
- SELF-WORTH
TOOLS
ROLE
MOST RELATED SKILLS
INTERPRETING THE SATISFACTION SCORE ON THE MSA
Satisfaction is important to long-term commitment (e.g., more than six months) to achieving goals; it is less important to initiating a new training program or setting new goals. Athletes who have high Performance Satisfaction scores set effective short and long-term goals and have plans to implement them. High Performance Satisfaction scores indicate athletes who are more likely to succeed over the long haul.
WHAT CAN INFLUENCE THE SATISFACTION SCORE?
Performance Satisfaction is enhanced by effective Goal Setting, Goal Implementation, and Personal Control. Performance Satisfaction is diminished by setting only short-term goals and poor scores on Effort and Open to Feedback.
TIPS FOR ATHLETES
What is the evidence for and against the presence of Performance Satisfaction? Is your MSA score high or low? What are your Performance Satisfaction BITEs?
- Consider how your short term goals for skill development are related to your long-term goals for skill development (see Goal Setting). If they are not aligned, fix them so they are.
- Seeing and appreciating the linkage between your short and long-term goals will help make you feel successful and satisfied that you are achieving your long-term goals as you accomplish your short-term goals.
TIPS FOR COACHES
How important are goals to your athletes? Do they distinguish between short-term and long-term goals - do they realize the different amounts of effort that they require? How do your athletes chart their progress?
- Provide emotional and verbal support for the athlete after failures and setbacks and provide supportive comments and examples of previous successes or examples of progress.
- Monitor the level of perceived effort compared to perceived level of performance to be sure the athlete believes that the performance justifies the effort.
TIPS FOR PARENTS
How does your athlete monitor his or her improvement and progress? What are your athlete's BITEs after achieving a goal? After failing to achieve a goal?
- Gather factual evidence (statistics and examples from actual performances) to support your athlete’s statements of satisfaction with their performance.
- Express your satisfaction with your athlete’s progress toward achieving short and long-term goals. Use concrete examples of the success.
ATHLETES
What are my BITEs when I achieve a goal? Do I see the linkages between short-term and long-term goals? Can I sustain the effort to achieve a long-term goal?
COACHES
What do I observe in my athletes when they reach a long-term goal? Do I provide adequate verbal and emotional support after failures and setbacks?
PARENTS
When my athlete suffers a setback, do I have factual information ready to counter his or her self-criticism? How important are long-term goals to my athlete?