What is “it” with Goal Setting?

Long ago, at a Tumbling and Trampoline meet—I sent my son Owen onto the floor with a typical parental pep talk:
“OK, Owen, go out there and go for it. You can do it!”

He took off toward his team but quickly turned back.
“Dad! What is it?”

Great question.

For years, athletes have heard coaches and parents shouting, “Go for it!” or “Just do it!” But how often do we define what “it” really means? Is it a certain score, an improvement, a specific performance, increased effort, better focus, or even just good luck? Is it a trophy, a medal, a victory, or achieving a personal best?

At Gymfinity, we’ve decided “it” means improvement and realized potential. We never define success as defeating another team or individual; instead, we focus on outdoing ourselves, raising our personal bar with each effort.

Maybe it’s time we reframe how we encourage athletes. Instead of vague cheers like “Go for it, Owen,” we might say, “Tonight, I’d like to see you focus on really good form, keep those toes pointed.” A goal like that provides clear direction and allows for meaningful post-meet/game reflection: Did he have better form? If so, celebrate the improvement. If not, identify areas to work on.

The Problem with Vague Language

We often default to convenient, nonspecific encouragement, assuming kids understand what we mean. The truth is, they often don’t—and it’s our job to help them define their goals until they’re mature enough to do it themselves.

Setting Effective Goals: The SMARTER Framework

To create meaningful objectives, we use SMARTER goals—specific, measurable, achievable, realistic, time-based, extending, and rewarding. Let’s break that down:

• S: Specific and Written
  A clear, written goal provides direction and accountability. Vague goals like “I want to get better” aren’t helpful. Instead, try: “I will perform cartwheels with good form on the high beam.” Using “I will” emphasizes commitment and achievability.
• M: Measurable
  Define criteria for success. For example: “I will stick 4 out of 5 cartwheels with good form on the high beam.” This clarity helps track progress and adjust if necessary.
• A: Achievable and R: Realistic
  Goals should stretch athletes but remain within reach. Unrealistic objectives—like aiming for the Olympics for most athletes—can demotivate. Each goal should align with the athlete’s current skill level.
• T: Time-Based
  Deadlines create urgency and focus. For example: “I will stick 4 out of 5 cartwheels with good form on the high beam by January 1st.” Without a timeline, motivation often wanes.
• E: Extending
  Goals should fit into a broader framework, building toward an ultimate objective. For example, mastering cartwheels on the beam might contribute to becoming a more skilled gymnast overall.
• R: Rewarding
  Goals should be intrinsically motivating. Competitions provide external validation, but the most fulfilling rewards often come from personal growth and achievement. Coaches play a critical role in highlighting these successes.

Goals Aren’t Failures

If a goal feels out of reach, it’s not a failure—it’s an opportunity to reassess and redirect. A missed goal simply tells us we might need a new approach or focus.

Redefining “It”

When we set clear, SMARTER goals, “go for it” transforms from a hollow phrase into a powerful call to action. Athletes know what “it” is, and they’re empowered to chase it with focus and determination.

Let’s give them the clarity and tools they need to succeed—not just in sports, but in life.