Solution focussed coaching - The benchmark

The solution-focused approach can be applied in various ways. One key area where it adds value in sports is in goal setting and planning.

To structure the process of setting goals, executing/monitoring, and evaluating, this text refers to the ‘5 Steps Approach’ described by Charles van Commenee (2014). The following steps are part of this strategy:

1. Benchmark

2. The Gap

3. Goalsetting

4. Terms and Conditions

5. Evaluation

In the following section, each step will be explained, along with how the coach can use solution-focused techniques to effectively guide the athlete.

The athlete must maintain a future-oriented perspective to progress. Dwelling too long on problems or negative experiences contributes little or nothing to moving forward. It is essential to have the athlete think about their plan for ultimate success.

A key assurance is that change is always present. However, this constant change can be directed. By asking the athlete the right questions about their project, it becomes possible to harness the inevitability of change and steer it in the right direction.

Benchmark

In solution-focused coaching, one important tool is to keep the end goal in sight. This is no different in high-performance sports: the athlete must clearly visualize their endpoint. But what exactly is that endpoint? How and what should the athlete describe?

In this method, the athlete should examine themselves on at least the following aspects:

• Technique

• Tactics

• Physical condition

• Mental state

• Other relevant factors

In this step, it is important that the athlete does not necessarily look in the mirror literally. Instead, they should describe a ‘benchmark’ of themselves on the above topics.

Often, it helps to ask the athlete what they want to achieve in their sport. It does not matter if the athlete initially gives a performance-oriented answer. Suitable questions include:

• What would you like to achieve?

• What would be your ultimate achievement?

• When would you consider your career successful?

• What does a successful career look like?

• Suppose you stop competing at the top level in 15 years: what would need to have happened between now and then for you to say, “Yes, I am very satisfied with what I have achieved”?

Next, it is important that the athlete considers what is needed to reach the finish line or end goal. Many athletes find it easy to imagine the finish or end goal, but when asked what is required to get there, they often struggle and need help. This is where coaching plays an important role. Questions a coach might use in this step include:

• Looking at the end goal, can you imagine the day you will achieve it?

• How would you feel you are able to reach your goal?

• What would your opponents notice about you?

• How would an opponent sense that you are going to reach your goal?

• How would I, as a coach, notice that you are ready to achieve your goal?

As a coach, you will find that you need to tailor questions to each athlete’s way of working. Some athletes are very good at creating visual representations of the goal, others are better at imagining feelings. Some excel at listing factual requirements for achieving what they want.

For the athlete’s final plan, thoroughness in this step is important. It helps if the athlete can describe the benchmark in detail and on multiple levels:

• Factual level

• Emotional level

• Visual level

The more thorough, specific, and detailed the benchmark study is, the more detailed the final plan can be. It is important to understand that in goal setting, the first impression is crucial. When the athlete clearly pictures their endpoint, it is easier to compare the current situation with the ideal situation. When the differences become clear, the athlete can identify the first steps needed to move closer to the finish.

Suppose That…

If the coach wants a detailed description of the benchmark, it is necessary to engage the athlete’s imagination. The athlete must be able to envision the end goal.

The coach can use the phrase ‘Suppose that…’ to prompt the athlete’s imagination. Many athletes don’t realize they can imagine the end goal and everything connected to it.

Examples of questions to stimulate imagination include:

• Suppose you could already perform the technique perfectly, how would that feel?

• Imagine you are in the Olympic final, how would your opponent notice that you are ready to compete in that final?

Important Others

Another strategy to clarify the benchmark is to ask relational questions, using the perspective of people around the athlete.

When the athlete is asked to look at themselves through someone else’s eyes, this may reveal important points about the end goal and desired situation.

Examples of relational questions include:

• How would your coach notice that you are ready?

• What would your teammates see in training just before you achieve your goals?

• What would your opponents feel when you can score in so many different ways?

• What would your parents notice when you have progressed toward your end goal?

And What Else?

As a coach, maintain a curious stance. Assume you know nothing about the athlete; adopt a beginner’s mindset.

Athletes sometimes answer a question with limited information, and you might wonder: “Is this all the athlete has to say on this topic?”

It is worthwhile to continue asking from this naïve position:

• And what else?

• Do you have any more thoughts on this?

• What else can you tell me?

• Anything further?

Often, the athlete will elaborate beyond their first answer. If the coach settles too quickly, they risk not making the benchmark specific enough. As said earlier: the more detailed the benchmark is, the easier subsequent steps become.

Vague Terms

The coach must let the athlete fill in much themselves. Emphasize that when starting the benchmark, it does not need to be perfect. In fact, it is crucial the athlete understands this is about describing how they think they can succeed in their sport. The coach acts as adviser and helper, not as captain or decision-maker.

When reviewing initial benchmark versions, the coach should look for vague terms and generalities. Common phrases found in benchmarks include:

• I am good at executing a tactical plan.

• I know everything about my opponents.

• I have excellent physical condition.

When aiming for a specific benchmark, the athlete must elaborate on the italicized words. Appropriate questions include:

• What does being good mean to you?

• What does ‘good’ look like in a match?

• How would an opponent notice that you execute your tactical plan well?

• Suppose you are very good at executing a tactical plan, how would you notice?

• How would I notice that you are good at executing it?

Of course, many other questions can be asked—be creative and vary your questions. The question’s purpose is ultimate: to help the athlete form a clear, specific image of how they can be successful in their sport.

Presence of Solutions

The coach ensures the athlete is challenged to write everything in terms of solutions present, not problems absent. This encourages the athlete to think about what to do, not what to avoid. It forces thinking toward a plan instead of problems.

Examples of athlete statements that reflect problem-focused language include:

• I want to avoid making unnecessary mistakes.

• I don’t want to think about theThe solution-focused approach can be applied in various ways. One valuable area within sports where it can be especially useful is goal-setting and planning.

Describe as If You Possess It

Encourage the athlete to speak as if they already possess the skills they need for top performance. For example, start sentences with:

• I can…

• I have…

Using these words requires thinking in terms of possession, reinforcing belief in capability.

Athletes tend to be terse, avoiding full sentences, and often think in future goals. While the benchmark might be an endpoint, the athlete should primarily describe how it looks now.

Be wary if the benchmark includes future-oriented phrases like:

• I want to…

• I will…

While future orientation is positive, it suggests the athlete does not yet possess what they describe, effectively putting themselves at odds with the benchmark. The next step involves comparing the athlete’s current state to this benchmark. A clearly described endpoint is essential, as an endpoint that is already a comparison loses motivational power.