Mark Brown: Welcome back, ladies and gentlemen.
We have Jonathan here.
My name is Mark Brown.
In the previous video, we went over the goal setting process.
Jonathan Davis: Word.
Mark Brown: An acronym we like to use to help fabricate that is the SMART principle.
So Jonathan, your bowling journey in high school.
Here our S stands for "specific".
Can you give our viewers a specific example of where you used the S in specific in the
SMART principle.
Jonathan: Yeah, Mark, man.
Being in high school, again, bowling was definitely something that I definitely really, really
enjoyed doing.
It because less of a hobby and more of a passion.
Mark Brown: Right.
Jonathan: With that being said, man, one of the specific goals that I had was to make
it to State was a general goal.
Mark Brown: Right.
Jonathan: For me.
But one of the more specific goals was for me to make it to the next round in State.
So I started off, I believe it was in just the qualifying round and then you had the
quarterfinals, the semifinals.
So I wanted to make it to the next round.
That was one of the specific goals I had for the general goal of just making it.
Mark Brown: Sounds good.
Next, we have the M which is "measurable".
Can you kind of share with the viewers, how were you able to measure that goal.
Jonathan: Yeah.
For me, man, I kind of looked at my competition a little bit.
With that being said, I measured out subconsciously, okay, when I go up against this next bowler,
he may have been the top third bowler in Tennessee.
Mark Brown: Right.
Jonathan: I was maybe the top fourth or fifth in Tennessee.
So just seeing his statistics, even on the program that was issued out to us, I was kind
of measuring out where my competition was going to be at in order to be specific and
obtain that goal of making it to the next round.
Mark Brown: Right, right.
Sounds good, right.
So next, ladies and gentlemen, we have A which is "attainable", like we like to say, action
oriented.
Now with certain goals, Jonathan, you know, we can say, "I want to do this, I want to
do that."
What did you put into action to go further towards that goal?
Because you can say you want something but you have to put in the time as well.
Jonathan: That's so true.
That's so true.
I think the one thing that I tried to make sure that I kept in action was again, making
sure that I kept in action was again, making sure that I had a lot of practice before I
went to the State tournament.
I believe the State tournament was sometime in January.
I started going really, really hard in the bowling alley two or three times a week.
Mark Brown: Right.
Jonathan: Starting in December.
So I definitely made sure that I stayed consistent with that and that was a good way for me to
obtain the goal.
Mark Brown: And consistency, I hear you say consistency.
That's big as well.
Jonathan: Oh, yeah.
Yeah.
Mark Brown: Because you want to put in the time but you want to be consistent over the
process as well.
It's good, it's good, it's good.
Jonathan: Right.
Mark Brown: All right, next, ladies and gentlemen, we have R which is "realistic".
Now, Jonathan, there's another thing with the goal setting process.
You want to be realistic.
Jonathan: Yeah, yeah.
Mark Brown: Give us an example, if you haven't already, of how would you be a realist with
it.
And then give us an example that you would say would be unrealistic.
Jonathan: I would say that realistic goal within the SMART goal process that I had for
myself, I believed in my ability to do, you know, the sport set out.
So I knew that it was definitely going to be obtainable and realistic for me to make
it to the next part of the tournament.
It was just a matter of getting it done.
Definitely believed in my ability, definitely had a good confidence and a good gist to it,
"Man, Jonathan, you can do this."
Mark Brown: Right.
Jonathan: You know.
But the unrealistic thing probably for me being a junior at the time would be to say
that I'm going to be a national champion.
Mark Brown: Right.
Jonathan: It's kind of really out of the way to be 17 years old, man, in high school.
I haven't even taken the ACT yet.
So how can I be a national champion.
I haven't even taken the ACT.
With that being said, man, that was something that was probably a little bit more on the
unrealistic side of the SMART goal.
Mark Brown: Okay.
The last letter in our acronym is we have T, which is "timely".
Just kind of explain to our viewers the time that it took to get towards that goal.
Jonathan: My junior year was a long year simply because, back to the point that I mentioned
about the ACT.
I had to get prepared for that, so that was kind of big on the academic side.
Then you get to the athletic side of the SMART goals, the timeliness was very, very strict.
I had to make sure that I had everything precisely in order as far as my practice, as far as
my academics.
Had to get my priorities in order.
You know, that's big, man, for teenagers, man, is to try to make sure you got your priorities
in order.
So with that being said, man, timeliness was something that was very, very important, because
again, it showed me that I need the amount of time to get through the SMAR.
Mark Brown: Right.
Jonathan: You know what I mean?
To get to the T, I need the timeliness to be able to organize those first four of the
acronym in order to reach the SMART goal.
Mark Brown: Sounds good.
Ladies and gentlemen, there you have it.
Here's the SMART principle of our goal setting process and we hope Jonathan's examples will
help you in the future of your goal setting.
Jonathan: Oh, yeah.