Aiming High Step 1

Aiming High: The ability to set clear, tangible goals and devise a robust route to achieving them.

Step 1: I know what doing well looks like for me

Outcomes

To achieve Step 1, learners will be able to explain what doing well looks like for them.

In the previous step, learners focused on how to identify when they were finding something too difficult. This step takes the different angle, which is encouraging learners to identify what doing well looks like for them.

Learners need to be able to:

Identify work where they have done well
Know when their behaviour or actions are in line with doing well

Introduction

There are two sides to knowing that you're doing well:
- How you feel about the work you are doing
- Other signs that you are doing good work, such as feedback that you are improving.
A part of doing well is also about how we contribute to wider tasks and support others to do good work too.

Skill Starter

Skills Demo

In groups of 4 – 6, ask learners to demonstrate something they can do well or have improved on. As a prompt, you could provide examples of moves you have learnt together recently or other sporting examples.

Alternatively, encourage peers to praise each other after a game on what their team mates had done well and use these examples.

Learners take turns demonstrating what doing well looks like for them in their groups.

Gathering all the groups together, discuss how they felt. Did they feel personal satisfaction about their work and improvement or did they find it easier to have support from the feedback of others?

10 mins

Group activity

Active

Teach & Apply

We normally feel a positive emotional response from helping others and the satisfaction of seeing them do well. However, sometimes we might not get the credit for that work because we have just supported someone else.
In this case, we might not get positive feedback from others, or see that leading directly to achieving a goal.
If you are not careful, this might lead to negative emotions. Instead, you can look for feedback from those who you have helped. You can also take satisfaction from knowing that you helped someone else to do well, and that you have learnt something worthwhile in the process.

Optional Activity

Assisted Goal

In pairs, set up learners with a move to practise, for example an assisted goal. The move should involve one player helping another to succeed. Player A will start off as the lead and Player B will assist. Only Player A can score/complete the lead action during the given time.

Pause to ask all Player Bs to reflect on how they felt helping others. Players then swap roles. This time the new Player A can provide feedback to their partner on what they find helpful.

How did the assistant players feel receiving feedback? Are the responses different from those who did not receive feedback?

20 mins

Paired activity

Active

Reflection & Assessment

Embed these strategies across your teaching and coaching to help learners apply what they’ve learnt.

Put the focus on when learners have been pushing themselves to try something that stretches them and which achieves a good result. Learners can be encouraged to take satisfaction in their own immediate achievements, and when they have supported others to achieve something too.

Use these ideas for ways of assessing this skill step to help you check learners’ understanding and confidence.

This step is best assessed through observation of learner behaviour and whether they are able to take satisfaction in their achievements.
Ask these reflective questions:
- How does it feel when you have done something well?
- Aside from your own work, what else might doing well mean?
- Why is it important to build good relationships with others?