SMART Vs. TOTE Model Analysis

The psychology of sport has been a rising topic in the field of psychology during the last few years. One of the main reasons is due to the specific interest of goal setting amongst athletes. In class we discussed how people must set goals that are both difficult and specific. One must perceive their goal as one that is difficult enough to energize them and keep their focus, versus one that is too easy that requires no true effort. The goal must also be specific in its approach. The clarity that specific goals provide allow the individual to track their progress unlike vague goals. In an article by Weinberg, Burton, Yukelson, and Weigand (1993), they found that NCAA, Division I athletes, ranked moderately difficult goals as their most preferred

The TOTE Model suggests that one first compares their current state to their ideal state (Test), acts on the environment in order to realize/ work towards their ideal state (Operate), compares their current state to their ideal state again (Test), and this cycle ceases when their current state is in alignment with their ideal state (Exit). It is possible that one can “cycle” through periods of test and operate multiple times before reaching the exit. For example, during the All-Star weekend this February we witnessed Stephen Curry, a professional basketball player for the Golden State Warriors, set out to win the Foot Locker three-point shooting contest and accomplish it. This was the fourth year in a row that Curry attempted to claim the title as the “Three-Point Contest Champion.” Curry’s goal was to win the three-point shooting contest, which he had not yet achieved, but he continued to cycle through the test and operate steps until finally reaching the exit step. Curry finally was able to “exit” this cycle and attain his goal after he beat out his teammate, Klay Thompson, and claimed the champion title for the first time on February 14th,

It noted that effective goals must be: Specific, Measurable, Attainable, Realistic, and Timed. These factors suggest that the goals one sets must: identify requirements and constraints, establish concrete criteria for measuring progress, identify previous limits that kept one from achieving the goal in the past, be something that one is willing and able to work for, and be grounded within a time frame. For athletes this becomes a part of every training session, skills practice, and competition. In a personal interview with former United States Military Academy at West Point (USMA) baseball player, Stuart Cooke, I was able to learn first- hand what setting a SMART goal looks like for Division I athletes (personal communication, April 3, 2015). Cooke explained that during his sophomore year he set a goal to himself that he would earn the starting left, outfielder position for the team out of the two people eligible for the spot. He realized that in order to reach his goal he must put in the work, by doing extra workouts individually and with his coaches, setting check points, and seeking additional help from older teammates. Cooke decided to begin extra workouts 2 months prior to the teams’ official pre-season workouts in February so that when his season began in March, he would be more than prepared. He was able to measure his progress up to the end of pre-season when pro-day occurred.