This model focuses in technical and performance www.selleckchem.com/products/BIBW2992.html elements, considered key to analyze the efficiency of the swimmer during the competition. The main goal is to develop the athlete��s self-sufficiency capacities to make decisions, during the competition (depending on the distances), regarding the energetic resources they perceive available and consequently decide to intensify (or not) their effort and at what distance from the finish they should act. Another aspect considered relevant in the model is that both coach and athlete, once the competition is over, based on the objective information gathered, are able to discuss and adjust the following training cycle sessions in order to overcome the deficiencies identified during the performance.
The variables used in the adopted goal setting model are: ��start-time��, number of swimming cycles, ��time-turns�� which is subdivided into two moments, time-in and time-out, number of swim cycles during the second 50 meters, for example, and the finish-time. Based on previous discussions between coach and athlete the latter should be able to evaluate his/her capacity to take risks in spending an extra effort to better the overall time pre-defined for the competition in question. The implementation of Vasconcelos-Raposo (2001) proposed model does not preclude the relevance of each type of goals as they are commonly defined in term of short versus long-term goals and how they need to be articulated with each other.
Short-term goals are translated and workout throughout the training sessions according to the coach��s planning to improve the physical conditioning, technical and mental skills needed to implement the swimming strategy designed in order to attain certain final time goals. According to Weinberg et al. (1994) this type of goals tends to produce a larger effect on the athlete��s competitive performance. Nevertheless, and according to Vasconcelos-Raposo (2001), the long-term goals are essential to keep the swimmers focused on their career plan, serve as benchmarks and give direction and persistence to the athlete (Weinberg, 2009). On an operational level, the integration of these multiple objectives emerge as a method to drive the swimmers/athletes to a better understanding of the factors involved in the achieving better results as a natural consequence of the individual dedication, concentration and effort put into training sessions.
This educational context tends to enable a higher commitment and motivation to the coach��s plans. In order to achieve this, and most importantly in our perspective, goals must be constantly redefined in every moment of assessment and in accordance GSK-3 with the swimmer��s mental toughness (Loehr, 1986) and performance profile. With the evaluation system, we intend to provide a functional interpretation of events and involve the athlete and coach in the process of maximizing performance.