Mastering Disc Golf: The Power of Goal Setting and Deliberate Practice

Episode Transcript
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Speaker 1 (00:00):
Mom Dad's making a disc golf podcast Music.
Thank you for tuning in to theIntentional Disc Golf for
Podcast.
We're excited to have you joinus on our disc golf journey.
This podcast explores thephysical, mental and technical

(00:21):
aspects of disc golf performance.
We will also be discussingtools and techniques to improve
your disc golf game as we workon improving ours.
Now here are your hosts,brandon and Jenny Soprinski.

Speaker 2 (00:35):
Music And thank you, as always, for listening to the
Intentional Disc Golf forPodcast.
I'm Brandon and I'm here withmy host and wife, jenny.
Hi Hi, hahaha.

Speaker 1 (00:51):
We're trying something different.
We're doing this in the morningwith coffee, instead of in the
evening.

Speaker 2 (00:57):
Yes, it's kind of a different deal.
So, oh, this is what Episodenumber six we're doing now.

Speaker 1 (01:04):
Yeah, it's been a while.
We've been pretty busy with ourdisc golf game.

Speaker 2 (01:08):
Pretty busy.
We've been practicing a lot,trying to get in every day And
as soon as we really get into it, we'll talk a little bit about
our experiences at the CascadeChallenge this last weekend over
in Shelton Springs.
I had a good time.
What about you?

Speaker 1 (01:26):
I'm still exhausted from it.

Speaker 2 (01:28):
Yeah, we haven't quite caught up on sleep.

Speaker 1 (01:30):
I walked like 10 miles a day for three days in a
row.
It's like hiking Yeah yeah.

Speaker 2 (01:38):
So we have some small news to share with you, and
then we'll talk about theCascade Challenge and then we'll
get into our episode.
This episode is about SmarterGoals.
We'll learn more about thatright after a word from our
sponsor.
Hi there, this is Brandon fromthe Intentional Disc Golfer

(02:00):
podcast and I want to talk toyou about Discrafter, the
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(02:43):
Discrafter is a proud sponsorof the Intentional Disc Golfer
podcast.

Speaker 1 (02:50):
This is Jenny.
I really want to thank Colin.
He was a major sponsor in myfirst ever tournament, Sirens of
the Springs, and he is anexcellent person to work with.
He was super accommodating,very willing to work with me.
I have to say that the ladiesat my tournament were very
excited to get a Discrafter.

Speaker 2 (03:10):
Yeah, we're still hearing a lot of really good
feedback about that tournament.
I think one of the things weheard is that it set the bar
pretty high for the ladiestournaments in the area.

Speaker 1 (03:21):
Which is a huge compliment, because the ladies
tournaments are second to ninehere in Washington.

Speaker 2 (03:26):
Yeah, for sure.
Definitely support more womengetting involved in the sport of
disc golf, for sure.
And also, as always, if youappreciate what you're listening
to, please like, subscribe,follow us, share, tell all of
your friends.
You can find us at SoprinskyDisc Golf on Facebook and now on

(03:46):
Instagram.
All one word Soprinsky DiscGolf.
That is C-Z-U-P-R-Y-N-S-K-IDisc Golf, And that's where you
can follow us and our family onour disc golfing adventures and
journey.
And, Jenny, how was you doing?

(04:07):
How are you doing?
How are you doing?

Speaker 1 (04:12):
today.
You should also let us know ifyou see one of our intentional
disc golfer podcast stickersHashtag the intentional disc
golfer.
Send us a message and we'llsend you one.
Where are you going as anintentional disc golfer?

Speaker 2 (04:29):
Heck, yeah.
Take a picture of that.
Post it in the comments.
Let us know where you saw it.
We like hearing about theintentional disc golfer
sightings.
As far as that goes,intentional disc golfer
sightings where can you find usnext?
Throw pink right.

Speaker 1 (04:47):
Hopefully dropping off kids and going to NAD, nad
today.
Oh, i'm so excited.
My birthday is next weekend andthis is going to be totally
outdated by the time it goes onair.

Speaker 2 (05:00):
Yeah, for sure.

Speaker 1 (05:01):
But my brother said he'd go disc golfing with us, so
I'm super excited.

Speaker 2 (05:04):
That's a big deal.

Speaker 1 (05:05):
Yeah.

Speaker 2 (05:07):
Grow the sport any way we can.
So where you can find me andJenny next is at the Throw Pink
fundraiser at the KitsapFairgrounds.
This should be the fun grounds.

Speaker 1 (05:17):
Put on by Allegra Archer.

Speaker 2 (05:19):
That's right, one of our resident pros, and that is
June 17th of 2023.
The next time that you'll beable to find us after that is at
North Bend, at the South ForkNADGT Exclusive.

Speaker 1 (05:36):
Actually, let's back it up a little bit.
June 12th is the soft openingof the Chief Kitsap Academy disc
golf course.
Thank you to the Paul McBethFoundation for generously
donating to have that course putin for the kiddos.
They've been playing almostevery day and looking forward to

(05:58):
opening it up to the communityjust in time for school to end
and the course to be open.

Speaker 2 (06:04):
Yeah, that's some big news.
I had the privilege, and withmy company, to volunteer for the
Paul McBeth Foundation, puttingin that course A lot of hard
work.
The property is second to none.
Jenny, can you tell us a littlebit more about it?

Speaker 1 (06:23):
Not really.

Speaker 2 (06:24):
Not really.

Speaker 1 (06:25):
No, the property is a former mansion.
West Zone Academy used to bethere.
The Suquamish tribe purchasedthe property and the surrounding
property of that area.
They've been wanting to put ina disc golf course for a while.
I was hired and they said hey,you wanted to put in a disc golf

(06:48):
course.
I managed to contact the rightpeople.
the West Zone Disc GolfAssociation put me in touch with
the famous Paul Wright whowe're going to have on our show
here in a few weeks.
He should just be getting backfrom Uganda working on the Paul
McBeth Foundation course overthere, super excited for that.

Speaker 2 (07:06):
Yep, the first installment of our Decoding the
Course series.
We have Paul Wright coming inas a course designer talking
about how to take apart thecourse from backwards to
forwards, and then we're goingto have Jared Nesmith, another
local pro, come in and talkabout course management and how

(07:28):
to dissect the course from theperspective of a player, all the
way from amateur, all the wayto professional.
So we're really looking forwardto those two interviews coming
up.

Speaker 1 (07:37):
I was just going to say that it's a small world that
meeting Paul Wright out therechecking out the grounds for a
chief kids up Academy.
He's like I know you, I'm likewhat.
He's like, yeah, you went toschool with my daughter.
I'm like, oh my God, you're myneighbor from growing up.
So super small world.
Here I am, years later gettinginto disc golf.

Speaker 2 (07:59):
Yeah, and for those of you that don't know who Paul
Wright is, he is a six timeamateur world champion, so he's
like the amateur level of PaulMcBeth type of thing.
So big deal.
And now he's some big wig inthe Paul McBeth foundation
actually and he travels all overthe world building courses for

(08:20):
underserved communities.
So keeping the good work up andgrowing the sport.

Speaker 1 (08:26):
Yeah, paul Wright.
number three, two, two, ninezero.

Speaker 2 (08:30):
Here we go.
We just got back from theCascade challenge last week.
That was exciting because itwas the first disc golf pro tour
event in Washington state Andit just happened to be at one of
our home courses of SheltonSprings there, jenny, how'd it
go for you?
What do you think?

Speaker 1 (08:49):
Oh, i just wanted to talk about some comments that I
got from the players I wasscorekeeping with.
Hannah Hoon from Spokane wastalking about how excited she is
, that you know, hey, we alwaysgo to Oregon like Oregon's great
.
What about Washington?
Idaho, montana So super excited, she was thrilled to have a

(09:10):
Silver Series event here inWashington.
And Andrew Marweed was talkingabout how beautiful it was, that
it was a difficult course butnot too difficult, you know,
just the right level ofchallenge.
And super excited to hopefullykeep a Silver Series event, if
not an elite series event, atShelton Springs.

(09:31):
So the pros that I was workingwith seemed to really enjoy the
course.

Speaker 2 (09:35):
Yeah.
So we kind of did theCheapskate route because we
ended up volunteering for thecourse, for the event We did not
do the Cheapskate route.
No, we didn't.
I put in a lot of hard work.

Speaker 1 (09:50):
I put in a lot of hard work to get the first
women's series event there, andthen we volunteered for the
entire weekend of the cascadechallenge.

Speaker 2 (10:00):
Well, cheap, like money wise, we spent a lot of
money But we did do a lot ofhard work to get into that.
You know, jenny put on afantastic tournament.
That was kind of the provinggrounds, the dry run, for the
Silver Series event.

Speaker 1 (10:16):
And then the Shelton Springs open.
I believe Mark Hill did thatone.

Speaker 2 (10:19):
Yep, the Shelton Springs open, which was the week
before.
So that was a really cool gameto play the course Right before
the pros hit the scene And theywere actually setting up all the
signs and things as we weregetting done with our second
round.
So it was weird playing.
You felt kind of like a pro outthere playing on that course
because all the stuff was set upand people were running around

(10:41):
checking it out.
Every once in a while one ofthe pros would come up to your
T-Box and watch you throw.
It was an interestingexperience, i'll tell you that.
But if you haven't volunteeredat one of these events, consider
it, because it's an experiencelike no other And it's a better
experience than having tickets.
You work your butt off.

(11:02):
You're running all over theplace.
However, like for thescorekeepers, you get to go
around with the cards, you getto stand behind the T-Box, the
players come up and talk to youAnd they'll sit down and have
snacks with you and stuff.

Speaker 1 (11:16):
Well, it depends on the player and it depends on the
day.
I want to do a shout out thereto you, UDisk, for being able to
give us this opportunity to dothe scoring and to keep the
stats for the pros that are outthere.

Speaker 2 (11:28):
And didn't UDisk also donate some subscriptions to
the Chief Kits Out?

Speaker 1 (11:33):
Yes, i have a few subscriptions for UDisk donated
to the school because the kidsare like I said.
They're going out and playingalmost every day.
It's gone from being the ooh.
I'm not going to do that to.
Hey, miss Jenny, i just paredthe entire thing.
It was like awesome.
Still hunting for our first ace.

Speaker 2 (11:56):
That is awesome.
Still in the hunt for the firstace, huh Yeah.

Speaker 1 (11:59):
I don't even know if we've had a birdie.
Maybe we did.

Speaker 2 (12:01):
Who knows, who knows.
But no, we got to pal aroundwith the players a little bit.
You need to stay quiet ifyou're scorekeeping unless they
come up and talk to you, and alot of them are very, very
friendly.
Everybody that I associatedwith was very, very friendly,
very gracious that you're therealways thanking the fans, and it

(12:23):
was just.
It was a really, reallypositive experience.
And then there's some funnythings too, like when the ice
cream truck fired up duringJames Conrad's bogey putt.
So that was hilarious.
But Ricky Weisaki ended upwinning the whole thing And Kat
Merch on the women's side.

Speaker 1 (12:41):
Yep Man, Kat and Psy and the lady who was being Kat's
catty.
They were hilarious, the threeof them together when we were on
12, just kind of waitingbecause there's usually a backup
on hole 12 and Shelton anywaysThat's kind of a traditional
spot for a backup, But they'rehaving some really funny
conversations.

Speaker 2 (13:02):
Yeah, and the other thing is a lot of these pros
they'll go over to the tent orwhatever And they will sit there
and they will sign discs andtalk to you and all sorts of
things.
I mean they're all just very,very kind people And just happy
that you're there.
Remember, the fans are thereason that they can do what

(13:23):
they do.
Otherwise the pro tour wouldn'texist.
So they're all very just happyto have you there.

Speaker 1 (13:28):
Yeah, they're super excited to see the little kiddos
come up and get their booksigned, their disc signed, their
posters, whatever it was thatthey wanted to have signed.
And I have to say one of myfavorite moments was Psy was
over next to the taco truckactually And someone came over
and was like oh, can you sign mydisc?

(13:49):
And she's like absolutely.
And all of a sudden you see hersit down.
Chris Cross applesauce pullsout an entire art set And she's
just got this whole setup on theground in front of the taco
truck And people are like, isthat the line for Psy or the
line for the taco truck?

Speaker 2 (14:04):
And they're like no, that's the line for.

Speaker 1 (14:05):
Psy.

Speaker 2 (14:06):
Yeah, And also when we went up and got her to sign
the kids' discs, we were like,hey, these are for our kiddos.
And she's like, oh my god, Iwant to put on cute stuff.
Can I do cute stuff?
And so she actually drewpictures and stuff on the disc
and signed her name And it wasgreat.
But she was one of theluminaries And they're all

(14:27):
luminaries by my standards Buteverybody has their unique style
and their unique way of doingthings And it was just a really
great experience.
So if you haven't been able togo to a pro tour event, do so.
I highly recommend volunteering.
You're going to work, work,work, work, But you're going to

(14:48):
be able to have an experiencethat you won't get anywhere else
.

Speaker 1 (14:52):
And I want to say being an intentional disc golfer
.
So I felt completelycomfortable doing the
scorekeeping the entire time.
Like the first time I was outthere I was a little nervous,
but I strongly recommend thatyou do practice on you disc if
you're going to scorekeep, andpractice scoring your own rounds
using the different stats ofwhether it's fairway, off the

(15:13):
fairway, circle one, circle two,but going out and actually
playing around myself.
Actually the two of us went andplayed Freddy's the other night
And so we were able to havethose conversations now of, well
, would you call that fairway oroff the fairway?
Like I think you're in circletwo, give yourself the credit
for being in circle two.
So understanding kind of thatarea of the logistics of the

(15:34):
game too has changed the way Ilook at the game.

Speaker 2 (15:39):
Yeah Well.
And also having your statisticsright there in front of you
allows you to structure yourpractice a lot better.
So if you know where you'rehitting putts from where you're
not hitting putts, from whereyou're making fairway shots, how
are your upshots looking, thatall you can analyze that data
and you can figure out.
Ok, i need to work on this.
I need to work on that.

(15:59):
I need a week here.
I need to brush up on that.

Speaker 1 (16:04):
I also want to say that the pros were super awesome
doing stuff.
in Washington There was the OTBskins where four of the guys
went and played And they didsome kind of funny cool stuff
too.
I guess there was a someone wastalking about that they did
like a rapid fire and successionjust ran up there one after the
other and threw their shots Andmy friend Carrie, her husband,

(16:27):
was like man.
I think it was Carrie's husband.
I was like man.
I wish I had my camera out.
I didn't know they were doingthat, but they were out at 360.
They were out at I think theywent to.

Speaker 2 (16:37):
Mando's.
No, it was Emerald City.

Speaker 1 (16:40):
They went to Emerald City.
I think they went to both.

Speaker 2 (16:41):
There is a bunch of them.

Speaker 1 (16:42):
Probably, but I got to go to the women's clinic with
Holland and Ella And it wasamazing.
They're really willing toanswer your questions of what
should you do here, what wouldyou do there?
Got some really good tips fromthem, and so I have a friend
who's gone to two clinics nowwith Ella, and so I can see how

(17:04):
that would be very beneficial togo to the different clinics,
because you pick up somethingdifferent each time And I'm
still remembering little bitsand tips that they gave.
Well, i keep remembering as Ithink back on it.

Speaker 2 (17:17):
I remember a different part of that It kind
of comes back to you when you'renot.
And Ella Hansen, man, she'sjust one of the nicest people to
homegrown local girl.

Speaker 1 (17:29):
Yeah, and her mom was , I think, there for around
three.

Speaker 2 (17:33):
Yeah, that was cool.
Yeah, her mom was there.
Yeah, that was super neat.
So, no, just great time.
Everybody was nice, Everybodywas oh.
yeah, I was going to say EagleMcMahon sighting up in Port
Angeles and went to the HoRainforest.

Speaker 1 (17:49):
I hear All I know is that he was at Taylor's printing
place.

Speaker 2 (17:54):
Yeah, taylor ran into him And Taylor Fauth, one of
our local pros, she ran into himAnd he was on his way to the Ho
Rainforest to check that out.
So I can't speak for him, butit sounds like the pros had a
really great time, a reallygreat engaging experience up
here in Washington and are infavor of returning.

(18:15):
So that's something to lookforward to in the future.

Speaker 1 (18:17):
Yeah, and I want to give a shout out there to Eagle.
I got to score his final cardat Shelton when he started to
have a pretty hot round And Ireally want to tell him that I
admire that.
He had a couple of bad shots.
He would take a break, go offto the side, reconvene, kind of
get his head in order and thenhave a few more great shots And

(18:41):
then for him to decide that he'snot going to be able to finish
up the Portland Open and he'sgoing to take some time to take
care of himself.
that's huge.
Yeah, for sure, For sure.

Speaker 2 (18:51):
Shout out to you Eagle.
Well, i was keeping score forhim.
what the day before?

Speaker 1 (18:56):
You did first round.

Speaker 2 (18:58):
The first round I kept score for Eagle.
He was a great guy.
I was really fortunate to beable to keep score for Jonah,
jonah Vino, eric Oakley andGannon Burr on day two.
That was super cool because itturned out to be Eric Oakley's

(19:18):
hot round for the weekend andfor that day, so we were going
around and having fun.
Eric Oakley is quite thecharacter, great guy And he
ended up shooting the hot roundand he made that Eagle on what
10?
And that like 200?

Speaker 1 (19:37):
That goes eight.

Speaker 2 (19:38):
No, it was 10.
It was the big right hander.

Speaker 1 (19:40):
Oh, OK Yeah.

Speaker 2 (19:41):
Yeah, and then all of a sudden, all these cameras
start showing up and it was like, oh god, ok.

Speaker 1 (19:46):
Yeah, it was Matt Bell who Eagle'd on eight the
final day when he had the hotround And Matt Bell came in
second.

Speaker 2 (19:52):
He was the second.
That's what it was, Matt Bell.

Speaker 1 (19:54):
Super awesome person.
I wish I would have broughtsome of my Thought Space discs,
because I love them.

Speaker 2 (20:00):
Yeah.

Speaker 1 (20:00):
I didn't even think about bringing those to get
signed, probably because they'reall at work.

Speaker 2 (20:05):
Yeah, i mean it was just.
It was kind of a little bit ofstarstruckness at first, but it
really came down to earth at theend.

Speaker 1 (20:14):
Speaking of Eric Oakley, he's going to be coming
on our show and talking aboutthat positive mindset.
I saw his post about that.
he's made some changes andreally trying to work on that
mental game and that aspect, andso he's going to come on and
share some of those changes andthoughts.

Speaker 2 (20:32):
Yeah, so that's really exciting news.
Other big news about theintentional discolfer podcast.
I was chatting with Eric Oakleyabout it and he just looked
straight at me and said, OK,when can I come on?
I'm like, all right, I'm notgoing to say no to that.
So Eric Oakley is in the hopperto come on the intentional

(20:56):
discolfer podcast and any of theother pros that would like to
come on and teach a little bitand give us some blurbs and let
us pick their brain, You aremore than welcome to it.
It is the intentional discolferat gmailcom.
The intentional discolfer atgmailcom.
And with that, before we rollinto smarter goals.

Speaker 1 (21:21):
Oh, i want to say one more thing.
Yes, these tournaments, thereare so many volunteer places
that it's at your comfort level.
If you're comfortable enough tobe walking with the pros
carrying their stats andrealizing, oh my gosh, there are
hundreds of people on all sidesof you, they have a spot for

(21:41):
you.
If you're not comfortable withthat, you can also go stand down
by the catch cam, which is alsoa really cool place to be, and
see the discs coming that way.
Also, spotting, checking involunteers, giving out passes
There are so many things thatyou can do to help make whatever
your local pro tournamentsuccessful, or one of your

(22:04):
amateur tournaments They'realways looking for volunteers.

Speaker 2 (22:09):
Honestly, the best way to grow the sport is to
volunteer.

Speaker 1 (22:12):
Or play.

Speaker 2 (22:13):
Or play a lot.
Get your friends involved.
And talk about the intentionaldiscolfer podcast, because all
we think about is disc golf.
I'll be lying in bed and Jennywill be like what are you
thinking about?
And I'll be like disc golf Andshe'll be like where are we
going tomorrow?
Anyway, before we break intosmarter goals, we're going to

(22:37):
take a quick break from a wordfrom another.
One of our sponsors, ecConstruction Services, is
dedicated to growing the sportof disc golf, from sponsoring
tournaments and events tovolunteering with the Paul
McBeth Foundation.
When you hire BC ConstructionServices for your project, you

(23:00):
are supporting growing the sportthat we love.
Get a free quote now bycontacting them at
bcconstructionnwcom Or at360-271-3441.
That is 271-3441.

(23:23):
Serving the Greater Kitsap andEastern Jefferson County area.
All right, so we are sofortunate to have so many people
jumping on board and supportingthis podcast, so let's get
right into it, talking aboutsmarter goals in this episode.
Here's the meat and potatoes.

(23:43):
So, janney, yeah, i know thatyou've heard of the acronym of
SMART Goals.
It's a construct that a lot ofpeople are familiar with and use
.
Do you remember what SMARTGoals stand for?
I'm sorry.

Speaker 1 (24:03):
I just went straight to SMART SMRT.
Smart SMRT, Take out the Awhich is attainable.

Speaker 2 (24:14):
So what is the acronym SMART and SMART goals
mean.

Speaker 1 (24:19):
Specific, measurable, attainable, realistic and time
bound.

Speaker 2 (24:26):
That is correct And that's how most people know it,
and I think it was Well.

Speaker 1 (24:30):
there's different ways you can do it.
The realistic is relevant.

Speaker 2 (24:38):
Relevant or responsible.
Well, like, if you're 12,you're not supposed to be
driving a car type.
So driving a car when you're 12is not maybe responsible.

Speaker 1 (24:52):
I've never heard of responsible in a SMART goal.

Speaker 2 (24:54):
Yeah, Kaylee was telling us about that.

Speaker 1 (24:56):
Well, that's because Kaylee needs to understand
responsibility.

Speaker 2 (25:03):
Are your ears burning , Kaylee?

Speaker 1 (25:07):
Yeah.

Speaker 2 (25:09):
So SMART Goals is something that's commonly taught
in leadership developmentclasses, productivity classes,
adult leadership all the waydown to adolescent and child
leadership.

Speaker 1 (25:21):
Or just middle school classes in general.

Speaker 2 (25:24):
Or middle school.
It's a great tool to be able toorganize and really dial in a
goal.
It kind of has to do with thatdeliberate practice type of
thing.
It has direct correlation tothe deliberate practice.
What we're talking about todayis an expanded version of that
called smarter goals, which go astep further, And also I'm

(25:46):
going to take a little bit ofliberty with one of those and
switch them around because Ifeel like there's a lot of
overlap.
So let's get into that.

Speaker 1 (25:58):
I'm horrible at smart goals.
I'm horrible at goals ingeneral.
Like I can teach it.
I can tell kids why it's a goodidea to do them.
I just never sit down andactually do them and write out
my goals and what I'm going todo and why it's a good goal.
Like I'm one of those peoplethat if I'm doing like a writing

(26:21):
test, I skip all the roughdrafts and I go straight to the
final.
So I always skip the smartgoals or goals in general.

Speaker 2 (26:29):
Well and it's funny to bring that up because I was
thinking about that very thingis, like you know, i'm terrible
at.
You know I should have anotebook full of my goals and
what I've done and you know,kind of like my goal journal or
whatever.
I don't have one of thoselaying around the house.

Speaker 1 (26:45):
Oh, i did start doing it like for New Year's.
Like for like three years in arow I did it for New Year's.

Speaker 2 (26:52):
Oh, there you go, and that was it.
There you go, but.

Speaker 1 (26:54):
I'm 38, three years out of 38 years, it's not
something like a blip.

Speaker 2 (27:00):
Nailed it.
So what?
I I'm like well, do we do this?
Do we actually do it inpractice?
And I would have to say yes.
It's just, you develop to thepoint of where you use the same
model and maybe you don'trealize it, but you kind of do
it in your head and you know,evaluate all these things in

(27:23):
your head and whether you, youknow, as you use it more and
more, you tend to not realizethat you're doing it and you
just do it.
Does that make sense?

Speaker 1 (27:33):
Yeah, that's why I forget about them, that's why
you forget your smart goals.

Speaker 2 (27:37):
Yeah, i made a goal this week that I was going to
cook dinner and I did it.
Yay, okay, so we're talkingabout smart goals.
Let's start to unpack each oneof those things and talk about
them one by one, starting offwith the S, which is specific.
And so, when you're teachingthis to your sixth graders

(27:58):
seventh graders how do you teachspecific?
What do you?
what types of things do youtalk about?

Speaker 1 (28:04):
It's been a while since I've taught it, so give me
a second.

Speaker 2 (28:07):
I don't put you on the spot huh, yeah, so specific.

Speaker 1 (28:14):
I usually prompt the kid for hey, you know what's a
goal you have, and it's like, oh, i want to get better at soccer
.
Well, what does better looklike?
And keep asking those questionsuntil we determine a very
specific instead of like skatebetter, it's be able to do so
many.
I don't even know what skatinglike, for me it would be stay on

(28:39):
the skateboard for like fiveminutes, like that would be
specific for me for skating, butlike for disc golf, what I was
saying is get better at putting.
Well, how do you get better atputting So you can do the, the
target putt?
So, using a tool to help youaim better, like if aim is your

(29:02):
thing, and hit the target puttlike five out of 10 shots, like
that could be a goal.
Or it could be that you want tomake so many in the basket
putts in a given amount of time.
That's very specific.
It's measurable.
It may or may not be attainable.
Realistic and time bound is howlong it's going to take.
Like you can't just do.

(29:24):
You can't talk about one partlike cause it's just one
sentence, like you're doing allof it at once.

Speaker 2 (29:31):
So I think you, i think you landed on something
great.
There's like a lot of peoplesay, hey, i want to get better,
dot dot dot.
Well, bet what it?
what is better, right, better,better might be just like
showing up on time, better, youknow.
But I think what you'realluding to is that if you say

(29:52):
you want to get better orsomething, keep asking questions
better.
What does that look like?
How do I do that?
What do I need to focus on?
and get to the point where youkind of run out of questions to
ask And some of us are verycreative, so you have to, you
know, cut it off at some point,but you'll like say you're

(30:12):
putting, for example, you wantto, you want to get better at
putting from a certain distance.
Let's say that's 20 feet.
That's kind of the marker thatI always use about 20 feet.
That's specific is that I wantto improve my putting from 20
feet.

Speaker 1 (30:26):
So you're improving your circle one putts.

Speaker 2 (30:29):
My middle circle one putts.
Well, there's a this is allbased off of statistics and that
we'll talk about that when wego into measurable.
but there's, there's astatistic out there when I was
first starting out that noviceto amateur disc golfers will
make four to five.
No, no, no, it was three tofive putts from 20 feet in a

(30:51):
round.

Speaker 1 (30:52):
So isn't that for like determining which division
you're in for through PDGA?
Okay, i think that's where thatstatistic is listed.

Speaker 2 (31:02):
Yes, it is something through PDGA, i forget where I
see it, but it so let's just,you know, kind of in the middle
and a novice to amateur willmake 40% from 20 feet out, and
that's a pretty solid noviceamateur, as where an advanced
player player excuse me, anadvanced player will make

(31:22):
something like, i think it'slike, 60% from 20 feet away from
the basket.
So how do I do that?
How do I get to that 60% mark?

Speaker 1 (31:32):
So you talk about when you're coming up with
smarter goals.
It's it's got a level ofquestioning that you just
continue doing.
If you're not good atquestioning or questioning
yourself, find that friendthat's always asking questions
and is always curious.
Go up to them and say, hey, i'mworking on a smarter goal.
Can you help me?
go through the statement Andthey will be able to help you

(31:55):
determine.
Like, go through thatquestioning of well, why do you
want to do this?
Well, what does that look like?
So find that accountabilitypartner to help you create your
smart goal.
For sure.

Speaker 2 (32:06):
For sure, And we're going to.
we'll unpack that a little bitmore later on.
I'm happy that you brought itup, because there's a one thing
that you'll find when talkingabout smarter goals or smart
goals is that there's a lot ofoverlap and all of these things
are related to each other very,very deeply.
So, yeah, so specific, keepasking yourself those questions,
go as far down as you can go,or as you know, as much as you

(32:30):
think is reasonable to attainthe level of performance that
you're looking for.
The next one talk aboutmeasurable.
So this is the M in smartermeasurable.
And, Jenny, you're the experton this because you are the
master at creatively definingdatasets.

Speaker 1 (32:50):
Yeah.

Speaker 2 (32:51):
Yeah, What was that Booker Disc Golf Data?
Well, there's we did theepisode on DIY Frankenstein, of
being your own experiment.

Speaker 1 (33:00):
Yeah.
So that book with the disc golfdata really goes through a lot
of creative ways that you cancome up with statistics where
you can take qualitative andquantitative data and make it
mean something to you.
Like when we were at the cascadechallenge, i was thinking about
the statistic of your next shotafter searching for a disc,

(33:25):
because there were a couple oftimes we had to search for a
disc and then watching the proshow they did after that.
Or the one that reallysurprised me was the data of
okay, if you have a really goodshot, like a really deep putt or
like an eagle or a nice bird,how well do you do on your next
shot?
And I was a little surprised atthe pros because they didn't a

(33:48):
lot of with the women.
A lot of times they didn't havea good next shot after having
some amazing shot.
So, looking into some of thosestatistics, where for measurable
?
if you're just going to saythat I'm I want to do better at
disc golf and that means havingmore birdies, that's not a very

(34:11):
realistic measure for you to usebecause it's not actually
determining what has changed inyour game.
It's just your your down a shotsomehow magically.

Speaker 2 (34:22):
So what you're?
two things I want to ask.
So what you're saying is likethe total number on your
scorecard doesn't necessarilyreflect you getting better per
se.
I mean, that's the ultimatemeasure, but it doesn't give you
a roadmap of how you get.
There is what you're trying tosay.

(34:43):
What's more important is theroute that you take to reach
that success.

Speaker 1 (34:49):
Well, i and this is a conversation we were having
just the other day too still was, if you know, saying that you
have all parts like is that avanity metric?
and and your score?
and then having thatconversation of well, if we're
not using score, how do we evendefine the game in the first
place?

Speaker 2 (35:10):
Well, one thing I find, my one thing.
I find myself asking, like, say, if I get a par, how did that
par happen?
What elements had to cometogether for me to make that
shot?
And so I've been starting tostudy that with myself.
Is that okay if I'm like, say,on a par three and I end up
getting a par on that, what youknow, what happened during that

(35:32):
whole?
did I hit the fairway?
Did I come off the fairway?
Did I make an amazing upshot ordid I kind of, you know, blah
my upshot?
Did I miss my putt or did Imake my putt?

Speaker 1 (35:43):
So that was um, with scoring for the pros.
Uh, maria Olivia had someamazing shots out of she was off
the fairway and she would justhave these amazing, amazing
scramble shots to get back outinto the fairway.
And so that was part of withusing the UDIS determining, well
, what gives them a betterlooking stat, like if I said

(36:07):
that was fairway or I said therewas off the fairway and they
made that And I, i, i wish therewas a better way to quantify
these really good, amazing shots, like having a great drive.
Well, clearly, if they gotwithin bull's eye and they, they
were probably had an amazingdrive.
But how do you show that youhave this amazing?

(36:29):
like you got into the, the crapon the side of the woods and
then you managed to get out andlike a shot.

Speaker 2 (36:35):
Yeah, the statistics don't tell the whole story,
because I mean off the fairway.
It could be off the fairwaythree feet, or off the fairway
could be deep in the woods Andyou got to make some amazing
hero shot to hit the bull's eye.
The higher the difficulty ofthe of the shot, however, the
lower the probability of success.
So I wish, like you, i wishthere was a way to quantify,

(36:59):
there's definitely a way toqualify it, but not to quantify
how that maybe a degree ofdifficulty like is this shot?
like a, you know, five beingmost difficult, zero being like
circle one putt type of thing,like I don't know?
So maybe that's something thatwe should.
We should explore a little bitand come up with a reigning

(37:20):
system.
Or if somebody wants to do itout there and share it with us,
please do.

Speaker 1 (37:23):
Well, like with the circle one, you know the all the
data for circle one.
Circle two putting for the prosto make it even more specific
would be where in the basket didthey hit and what is their
statistics?
using the putting to ourselveswhere are they hitting?

(37:43):
And that currently there isn'tanything aside from like coming
up with your own drawing andkeeping track of it on paper on
your phone.
We don't have anything that'sthat specific.

Speaker 2 (37:55):
So one of the things I need to bring up is like,
where do we start with that?
Because everybody has abaseline.
Everybody knows not knowsnecessarily, but everybody has a
like on an average day.
This is how I play.
You know, i'm x% from circleone, x% from circle two.
My fairway hits are so many my,you know, off the fairways my

(38:17):
drives are so many that type ofthing.
So how do you, when you're like, say, if you're teaching a math
class because you're a teacher,how do you establish that
baseline for your students?

Speaker 1 (38:27):
When you have something new that you're trying
to figure out how you're doingat it, you have to take some
formal record, which can be aphysical photo.
It can be a video, especiallyfor disc golf, if you want to
show where you're at like.
There's this one local lady whoshe's documenting every single
shot she takes and pretty muchhow she's improving, which is

(38:48):
kind of neat.
I'm not really down for doingthat.

Speaker 2 (38:53):
Do you know where she is, who she is?

Speaker 1 (38:55):
Yeah, i'd have to look it up on my phone.
It's some formal record.
It can be a picture, it can bea video, it can be a test in
math class.
It's typically a test.
If you were hiring aconstruction worker, it would
probably be.
how can, how do you buildsomething?
or being able to have thoseconversations and see how
they're working through, how doyou do it for work?

Speaker 2 (39:16):
Well, at work, people just kind of figure that out
for me.

Speaker 1 (39:20):
No, yeah, because I go to work.
What do you do first when youget to a construction?

Speaker 2 (39:24):
Well, i'm thinking about when I first started doing
No.
No, what do I do when I get toa?
So you're talking about, like,if I'm doing a consult, no, what
are you talking about?
What's step in the process am I?

Speaker 1 (39:40):
Okay, so you've gone through the walkthrough,
whatever, before you do anythingto it.
What do you do?
Order materials No, what.
What do you do?

Speaker 2 (39:51):
I'm not.

Speaker 1 (39:51):
You take a picture, you take a before photo, right?

Speaker 2 (39:57):
Sometimes You're supposed to.

Speaker 1 (39:59):
If.

Speaker 2 (39:59):
I remember Well, Or I'll diagram it or do a little
sketch or something.
But yeah, I'll have an idea ofwhat the site looks like when I
come on.

Speaker 1 (40:10):
No, you take a before photo of here's what it looked
like before I did anything, andthen you take pictures of the
progress as you go through andmake changes to the deck or
whatever you're working on, andthen at the end you take a
finished photo.
So you can see that it startedlike this and now it looks like
this, and isn't it amazing?

Speaker 2 (40:28):
Before and after.
Yes, oh, you're talking likethose weight loss things where
it's like I'm not talking weightloss period.

Speaker 1 (40:33):
Don't touch it, don't even touch it.

Speaker 2 (40:35):
Yeah, i take a before picture before I start.
So how do I because, like I cantake a video of me starting out
disc golf and then, a yearlater, take another video of my
form and overlay the two andcompare it?
However, that's a year down theroad How do I figure out where

(40:56):
I'm at today, right now, ormaybe over the next week?

Speaker 1 (41:02):
Depends on what you're looking at.

Speaker 2 (41:05):
Well, that's where the specific comes in.

Speaker 1 (41:06):
Like if we're checking to see if your skirt
game is on point, you need towear a skirt.
I'm not wearing a skirt, ifwe're checking to see if your
raffle game is on point.
You got to enter a raffle.

Speaker 2 (41:14):
But that's the only way I win these things is I win
raffles.
I know these are our twofavorite measures.

Speaker 1 (41:20):
Yeah, is Tatar's skirt game.

Speaker 2 (41:24):
Oh my gosh.

Speaker 1 (41:25):
I love her skirt.
Someone had the white Nikeskirt this weekend.
Oh my God, it was so pretty.
Anyways, and then our rafflegame Got it.

Speaker 2 (41:37):
Nailed it.
If we marksmen the Yeah, ladiesof the late last year, anyway.
So I guess what I'm getting atis I need to do like what we
talked about in the one episode,is I need to become my own
experiment.
I need to go out there andevaluate where I'm at, and that

(42:02):
involves putting myself throughsome sort of evaluation that is
very specific and concentratedon a certain area, like we were
talking about putting from 20feet out earlier, and I'll go
out and set a number of putts,like, say, 200 putts.
I'll throw 200 shots and seehow many of them go in.

Speaker 1 (42:24):
See, that's different from mine, which is 200 in the
basket.
So I shoot like 500 somethingshots a week to get 200 actually
in the basket.

Speaker 2 (42:37):
Well, it's different because they're two different
things is because your 200 inthe basket is your practice.
It's not your evaluation.

Speaker 1 (42:47):
So it can be.
How long does it take me to hit200 shots?

Speaker 2 (42:52):
Oh, if you're doing a time metric as far as like
speed.

Speaker 1 (42:56):
No, Like your goal of shooting to 200,.
how many did you get in thebasket is the same type of
measurement of I'm going to get200 in the basket.
How many shots did I have tomake?
So what was that percentage?

Speaker 2 (43:14):
Oh, how many shots did you have to take to get 200
in the basket?

Speaker 1 (43:17):
Yes.

Speaker 2 (43:18):
So and that's important that you bring that up
So you have to select yoursample size.

Speaker 1 (43:24):
Yeah.

Speaker 2 (43:25):
So you know you can set your sample size at like say
, i'm going to throw only 200shots And however many go in the
basket is going to be my sample.
Or I can say I'm going to gountil I make 200 shots and then
I'm going to count the totalshots that I that I threw, and
both of them will spit out apercentage.

(43:45):
The important thing to know isthat the larger your sample size
, the more accurate your resultsare going to be.
So using that data to make yourgoals and structure your
practice regimen is reallyimportant, especially when
you're setting smart goals,because you can say that I'm
going to increase my 20 footpercentage from 30% to 40%.

(44:11):
How?
How?
By practicing.

Speaker 1 (44:16):
When.

Speaker 2 (44:19):
We're going to get to that.
That's the time bound part ofit.

Speaker 1 (44:23):
Well, the whole thing is one statement, so it's
really hard to go over just onepiece at a time.

Speaker 2 (44:28):
It is.
There's a lot of, there's a lotof overlay and overlap and you
know you're going to have tokind of dissect this
conversation if you're one ofour listeners to use it for your
own purposes.
Moving on to the A in smartergoals, I took some liberty with
this because there's a lot ofoverlap between the attainable
and realistic.

(44:48):
I feel like those are tooclosely related because if it's
not attainable, it's notrealistic, Correct?

Speaker 1 (44:58):
And if it's not?

Speaker 2 (44:59):
realistic, it's not attainable.
So now, so I what I did is Itook the liberty of changing it
to accountable, and that's kindof what you were talking about
earlier, jenny is bringing inthat friend to help you with
this, or bringing in, you know,it can be your dog, it can be

(45:20):
your wife, it can be your child,it can be your best friend, it
can be your discolfing partner,it can be a discolfer across the
country who is going throughthe same thing that you are, but
bringing somebody or some kindof system in of accountability
to hold you to your goal whileyou're going through this

(45:40):
process, like you were talkingabout, you can bring in a friend
or a phone.

Speaker 1 (45:45):
Yeah, I'm looking at all the different words that
they use for the attainable,relevant, realistic There's a
good one right here Achievable.

Speaker 2 (45:57):
Achievable.
Yeah, there's a lot ofdifferent derivatives of the
acronym the smarter goals.

Speaker 1 (46:04):
Yeah, the A and the R seem to be changed around a lot
.

Speaker 2 (46:08):
Yeah, because there's too much overlap there.
I don't think there is, though.

Speaker 1 (46:12):
So why not?
Because attainable is thisstatement attainable for you in
the amount of time that you'regoing to complete it?
And then realistic or relevant,like is it actually something
that makes sense for you to bedoing in the first place?

(46:33):
It's like if I was to be likeI'm going to go play the pro,
the cascade challenge layout atShelton and I'm going to have
the same level of scores that Ido now.
Like, that's not realistic Asmuch as it.
Like is it attainable, maybe,like in.

(46:58):
Like if I give myself, like, athree year timeframe, but like
is it attainable tomorrow?

Speaker 2 (47:03):
No Well, yeah, and I would say that almost anything's
attainable on a long enoughtime frame, and we'll talk about
that later when we get into thetime bound aspects of this,
because you know, the price istime and energy, and if you have
both of those things inabundance, you can achieve

(47:25):
things a lot quicker if you sochoose.
But people that have familiesand jobs and things like that,
it's going to be a lot moredifficult and probably take a
lot more time to be able toachieve those things.
And we'll talk about that alittle more in depth when we
talk about the rule of 10,000.

Speaker 1 (47:43):
Well, and that's different for teaching too.

Speaker 2 (47:47):
Yeah, yeah, so yeah.
So a system of accountability.
Now, you're more in tune withaccountability systems than I am
.
Do you have like a model orsomething of what a system of
accountability would look like?

Speaker 1 (48:09):
I guess it depends on what you're trying to be
accountable for.
Well, let's say I'm trying tobe accountable to practicing
every day.

Speaker 2 (48:17):
Okay, like giving myself an hour worth of practice
every day.

Speaker 1 (48:21):
Okay.

Speaker 2 (48:22):
And we're talking about the 20 foot putts, still
just to be clear.
Okay, so how, how, what aresome ways that I can hold myself
accountable, or you can hold meaccountable, or something else
can hold me accountable to that?

Speaker 1 (48:40):
I tell you to do it.

Speaker 2 (48:44):
Wow, i know.

Speaker 1 (48:45):
My first thought was hide the Xbox remotes.
Oh God.

Speaker 2 (48:50):
They have disc golf on switch now.

Speaker 1 (48:53):
Yeah, that was kind of fun.
I wish they had my discs,though, like they need to, which
could be like.
here's the discs I actually use.

Speaker 2 (49:00):
I know, add, we're going off the rails again, but
no, the disc golf game on switchis not realistic at all.
Like the the disc it's not bad,but it's not like the real disc
golf, like they advertise it tobe.

Speaker 1 (49:16):
So you play Jurassic Park dinosaurs.
It's not realistic either.

Speaker 2 (49:20):
Dude, don't mess with my dinosaurs, all right, all
right, i'm not, but anyway.
So how about, like a, a chart?
or something or an app.
Oh, we were talking aboutphones over there Is there?

Speaker 1 (49:32):
is there an account?
Well, the system ofaccountability is going to
depend on what your thing is inthe first place.
Like you, like, it's hard totalk about just that.
So we're going to be it's goingto be whatever makes sense to
you, like in the disc golf databook he talks about having a

(49:53):
notebook that's just full ofdata points and and deciding
whether he's going to track.
I think it's on you disc toothat you can track your um
accuracy, so keeping a bit of arecord.
So, like you disc.
So under practice they havemeasure throw putting practice
and accuracy practice.

(50:14):
The putting pras practice isonly for you throw five shots
from a 11 feet 22, 33.
I wish you disc you would makeit so that we can put in our own
uh numbers that we want to useuh for putting practice.
But the accuracy practice Ihaven't even started that yet

(50:37):
but it looks like for accuracypractice you can decide custom
points for whether your throwwas accurate to where you were
aiming or not.
Oh, cool, yeah, so that's uh inthe disc golf data he talks
about.
You know the terciles is oneform he uses.
Virtual putting league was.
That was another set of datathat I had.

(50:59):
So it's yeah, it's creatingsome way to actually track that.

Speaker 2 (51:03):
So maybe so maybe it's like not only having a
record but also having like agoal within a goal within a goal
, like uh inception type ofthing, where it's like, okay, my
goal is to get better atputting from 20 feet out, and
then my subsequent, my sub goalfor that would be okay.
Well, i'm going to dedicate anhour to practice every day And

(51:26):
then I think the biggest, thebiggest part of of
accountability is uh kind oflike this podcast is to make it
public, is to tell somebody getpeople on board.

Speaker 1 (51:38):
That doesn't work for everyone.

Speaker 2 (51:39):
It doesn't work for anyone.
But the accountability piece isjust whatever makes you stick
to the plan that you have laidout And so some way of
creatively staying on board,staying on the program, and
people fall off the wagon allthe time.
I mean, I was supposed topractice every day, like I
dedicated that and you know, andthen I wasn't feeling well the

(52:02):
other day, So I, you know,skipped out of practice and
moving on.
So, uh, we talked about theeighth, Let's go to the R and
smarter goals, And there's a lothere.
It's a realistic, reasonable,responsible a lot of our words.
I feel like a pirate becauseour um and then and then Kaylee,

(52:26):
she said to make sure thatthey're actually legal.
So, like a 12, a 12 year olddriving a car might not be
exactly legal, which would fallinto the responsible area, But,
um, yeah, realistic, reasonable,responsible.

Speaker 1 (52:43):
I think we need to bring her down here and be like
Kaylee explain smarter, smarter,exactly.
Exactly So.
you would be likeextraterrestrial or something.

Speaker 2 (52:54):
And you kind of touched on this earlier was it
has to be realistic by themetrics that you are, by the
rubric that you were creating?

Speaker 1 (53:06):
Yeah, it's like I'll never be five foot seven, like
if it has anything to do with megetting taller, like that's not
going to happen, it's notrealistic.

Speaker 2 (53:16):
Or like I'm going to become a you know uh, the first
colonizer of Mars, or somethingthat might not be realistic,
because Mars is Mars.

Speaker 1 (53:27):
I was going to say you're going to become the
number one bagpipe disc golferon the continental United States
.
Like the bagpipe disc golfer,Where do the bagpipes come from.

Speaker 2 (53:37):
I was imagining you in a kilts.
Hey you know talking about yourskirt game.
You know what the Scottish wearunder their kilts shoes, shoes,
socks disc golf socks, boots.

Speaker 1 (53:51):
Yeah Dude, disc golf socks are worth every penny.

Speaker 2 (53:59):
My feet are too big, i don't get to wear neat socks.
Yeah, yeah, unless I specialorder them, which doesn't work
either.

Speaker 1 (54:07):
That's a legend.
Oh, legit, no legal.
Oh legal.

Speaker 2 (54:11):
There's a dot, yeah, but realistic.
Anything can be realistic, butyou have to have the two
components.
You have to have time.

Speaker 1 (54:20):
Kayleigh saying she's going to be a unicorn.

Speaker 2 (54:23):
Yeah, You can't.
You can't.
be a unicorn, I mean, let's notgo there Speaking, speaking of
which the unicorn pen.

Speaker 1 (54:31):
Oh, my God.

Speaker 2 (54:33):
So they at Shelton, they had the practice area
fenced off across the street andthat's everybody go over there
and they had, you know, warm upand everything And I have lovely
, lovingly dubbed it the unicornpen because that's where all
the mystic disc golf beasts goto you know, congeal and get
ready to do their unicorn thing.

(54:56):
So if you are a professionaldisc golfer you are now a mystic
unicorn beast doing magicalthings only when you're
practicing your putting andspreading happiness throughout
the universe, and at least thePacific Northwest, that's for
sure.

Speaker 1 (55:10):
I want a disc golf basket that when you hit it, it
sprays glitter everywhere.
Kind of like the guy and theKorok guy On Zelda.

Speaker 2 (55:25):
So anything can be realistic on a long enough
timeframe with enough energy.
However, there is a price topay for everything And I think
that is an important point tomake is what is that price that
you're willing to pay?
We talked about it in thetalent myth is that anybody can
do anything.
Anybody can achieve thatproficiency in anything, as long

(55:46):
as it's like on a normalspectrum, and it's just a matter
of the time and energy thatyou're willing to put into it.
You know what is.
You know, for a lot of useveryday lifers, that price tag
is much too high because we havefamily, we have jobs, we have
mortgages, we have, you know,whatever it is we have, and for
most of us, disc golf is just,you know, a fun thing to do that

(56:09):
you know, to get out of thehouse, or an obsession.
That was correct.
One thing I would like to talkabout with the setting, the
smart goals, smarter goals andthe realism part of it is one
thing that I like to do when Iset my goals is I like to have
like a like a high, like amaximum outcome type goal, and

(56:33):
it's kind of based off theconcept that if I aim for Mars
and I hit the moon, it's not sobad.
But if I aim for a mud puddleand I hit it, i'm still got mud
on my face.
So one thing I like to do is Ilike to make a Hey, what, what
is my maximum possible outcome?
What would I, you know, is theideal?
And then I'll make a separateoutcome, you know, but on the

(56:57):
same goal.
But make a separate outcome,say, okay, you know, i'd be all
right with this if this happened, like this is where I could get
to, and if I have maximumresults, then this is where I,
you know.
And then maybe even I don'tlike setting minimum results,
because that's kind of justsetting yourself up for failure

(57:18):
And it's kind of turning thatwhole practice thing into a
negative, i mean what's.

Speaker 1 (57:22):
I kind of feel like you're doing that by saying this
is like the high achieving goal, and here's the middle
achieving goal.
I like to do set a goal thatthat fits the frame of the smart
goal And then, after youachieve that, make another one
and continue to go on, insteadof like, oh well, here's Mars

(57:46):
that I'm trying to hit, whenthat may not be realistic or
attainable at that point in time, so bring it back down to okay,
i'd like to at least leave theatmosphere of earth.
There's a goal one Get intoorbit, then get to the moon is
goal two.
Then goal three is to whatever.

Speaker 2 (58:08):
Well, yeah, So it'll be like a like you're saying
it'd be a tiered system, so likethat's that's.

Speaker 1 (58:14):
That's the only way you're going to improve is you
have to keep setting goals andkeep setting goals.
Once you achieve a goal, youneed to be in the place where
you're still continuing of.
There's always something toimprove.
We're always learning.
We're always improving.
We have to keep going.

Speaker 2 (58:28):
Well, that's, that's the deliberate practice is
getting to that 80% and thenmoving on to the next goal.
So all of these things thatwe've talked about are related
and work with each other.
But let's say, if we're talkingabout the 20 foot putts, for
example, you know I would liketo be a hundred percent at 20
feet, i would like to be lightsout like don't even have to

(58:50):
think about it, i can throw oneover my back blindfolded and
it'll go in the basket.

Speaker 1 (58:54):
See, but then you're going to end up in a position
where you're like down on yourknee behind a bush around a
ravine within 20 feet.

Speaker 2 (59:03):
Inevitably.
Yes, yeah, that's what alwayshappens.
Always or straddle putting.

Speaker 1 (59:09):
I hate straddle putting, you need to practice.

Speaker 2 (59:11):
I know I need to practice.
There you go.
I need to practice my 20 footstraddle putts.
There we go.
I'd start with your 10 foot.
Oh well, thank you.

Speaker 1 (59:18):
It's not really that bad.

Speaker 2 (59:19):
It's not really that bad.

Speaker 1 (59:21):
Get a few wins.
There's nothing wrong withsetting a small goal to put
yourself on the track forsuccess With the virtual putting
, how I was doing, trying to getmy 20, my 15, and when I just
threw three that were off, I'dscooch back up closer to get
back into the success And thenWell, and you talked about that

(59:42):
earlier, about gaining somesmall wins, to up the confidence
, to allow people the grace tobe able to try harder and push
their boundaries.

Speaker 2 (59:52):
Because they have that confidence and more
confident people will pushthemselves further, beyond their
means, because they feel thatthey can achieve it.

Speaker 1 (01:00:00):
Yeah, there's been quite a few people.
I don't even remember.
I've seen so many of theputting instructional videos
where they're like I literallygo five feet away and just
practice.
What does it feel like, whatdoes it look like to get that
down?
And I'll do a hundred at likefive feet, really solidify.
This is what it feels likebefore I go to 10, 15, 20.

Speaker 2 (01:00:22):
I think you're touching on a really good point
here is that you know, don'tmake your goal something that
you can already do.
Excuse me, don't make your goalsomething that you can already
do.
Why not?
Because you can already do it.
Your goal can be progressive.
I mean, it doesn't have to pushyour limits to the extreme, but
it needs to push your limits.

(01:00:43):
So, like, if I'm a solid 30%putter for 20 feet, my goal
should not be to put 30%, unlessmy consistency is what I'm
going for But then that would bea time base, a time metric,
rather than a success metric.
Does that make sense?
It'd be two different things.
I'm measuring at that point.

(01:01:04):
I can already cook a hamburger,right.
I don't need to learn how tocook a hamburger.
I can make a hamburger.
Can I make a better hamburger?
Sure, but in order to do that,i still got to push my
boundaries.
Your goal shouldn't besomething that you can already
do with confidence, even if youpush yourself a little bit, you
still need to make a goal thatexpands your boundaries and your

(01:01:27):
capabilities.

Speaker 1 (01:01:28):
I don't necessarily agree with you.
Why not Because, like I'mthinking of some of the students
that I work with and, yes, theycan do X, Y and Z.
However, maybe they've losttheir confidence in being able
to do X, Y and Z And so, settingthe goal of doing X, Y and Z
and then doing X, Y and Z moreoften and more repetitively,

(01:01:53):
like we know they can do it.
However, we just need to getthem to continue doing it and
doing it more often.
So it's not necessarilyexpanding their comfort zone,
It's just practicing therepetition of making something
more of a habit, I guess, thansetting it up as a goal And
that's.
You know, it's a different pagewith her flick of the wrist.

(01:02:17):
That's her habit, That's herroutine, And so the more we can
get this stuff to be a habit,the less that things are going
to change and the less we haveto practice.

Speaker 2 (01:02:29):
Okay, so that's kind of what I was trying to say
earlier with.
you know, in that case scenariothe student, the player, can
already do the activity withsome level of consistency and
proficiency.
If you're going back andreviewing and reviewing and
reviewing, you're no longertrying to develop that success

(01:02:51):
rate, You're trying to developtheir confidence level.
So, you're changing the metricthat you're measuring.

Speaker 1 (01:02:58):
I can.
I can be mean and say look,ultimately it's I want to throw
a disc better.
There's only so many ways youcan throw a disc, and if you're
able to throw a disc like,you're still throwing a disc
like.

Speaker 2 (01:03:14):
Well, as the rule is written, it's a competitive
effort to improve your lie.
It doesn't say that you have tothrow your disc this way or
that you have to throw your discthat way.

Speaker 1 (01:03:24):
Have they made the rule yet that you can't scrunch
up the floppies and that that isactually a rule?

Speaker 2 (01:03:29):
I see people scrunch them up but then they take them
all apart again.
Yeah, because yeah, but that isactually a rule.
So now what I was saying aboutthe, the high ballmark or the
maximum outcome, is you know, iwould love to be a hundred
percent from 20 feet.
That might not be realistic.
But 90% is realistic.

(01:03:52):
But I'm not there yet.
If I expect myself to jump from30% consistency to 90%
consistency success rate, that'sa pretty big jump.
Maybe not on a long enoughtimeframe, but that's a pretty
big jump.
So if I'm giving myself atimeframe of, like, say, you
know, six weeks and I want toraise my consistency by 10%, i

(01:04:17):
would say that that's okay.
You know, i'd be satisfied withthat.
That's a lot of hard work.
If I hit 50, i'm going to bereally happy.
If I get up to that 90%, it'sgoing to be like holy crap.
So, but eventually, you know,if I do this on six week time
periods, if I put enough sixweek time periods, blocks in of
practicing 20 foot putsconsistently, eventually I will

(01:04:40):
hit that 90% mark.

Speaker 1 (01:04:41):
So, but wouldn't you, though, if you're setting this
goal of the 10% you gaveyourself six weeks to do it If
you did it in two and you hitthat goal, because you're
looking at it and you knowyou've hit that goal wouldn't
you then be like okay, i'm goingto do another 10% and start my
next six weeks.
Well, and that's?

Speaker 2 (01:04:58):
that's part of the deliberate prayer No, but
wouldn't you?
wouldn't you?
Can you?
can you say that again?
I want to make sure Iunderstand what you're saying.

Speaker 1 (01:05:05):
Yes, listen to understand.
So if you said that you wantedto improve your, is it you're
saying putting 20 foot puts?
okay, you're improving your 20foot puts from 30 to 40%
accuracy.
You gave yourself six weeks.
two weeks after you started,you're at 40% and you're aware
of this because you're checkingthis daily, seeing if it's

(01:05:28):
changing or whatever.
This isn't like a surprise.
I'm not going to, i'm not goingto look at my score in six
weeks.
I'm doing it as I go along.

Speaker 2 (01:05:37):
Yeah.

Speaker 1 (01:05:38):
You're trying to hit that 40%, maybe give yourself a
couple of days of staying atthat 40% to really feel like you
have it.
But then once you'd be like,okay, now I'm going to raise it
another 10 to get to 50 andstart your six weeks again.

Speaker 2 (01:05:53):
Yes And so it's, it's not.

Speaker 1 (01:05:56):
Oh my God, i'm so happy.
I hit 50 in six weeks.
It's, i did.
I met my goal faster, so now Ican set a new goal.

Speaker 2 (01:06:05):
Yes, and, and that's part of something that we're
going to talk about here in aminute, but I'm glad you touched
on it and we're already goingto turn my page here to you.
All right, we've already talkedabout it a little bit.
It needs to be time bound,which is the T and smarter goals
.
Set yourself a time limit.
I plan to achieve XY of ZNZ,and this is how much time I'm

(01:06:29):
willing to give myself toachieve that.

Speaker 1 (01:06:32):
And you can be flexible within 10% per each
child you have in your household.

Speaker 2 (01:06:39):
There's some wisdom to that.
Give yourself some grace.
Like I was just talking about.
You know, i'm going to cut upsix week time blocks and this is
what I expect to see every sixweeks, or I hope to see every
six weeks.
Every six weeks I want to seemyself raise 10% in my 20 foot
putts and in, like Jenny wassaying is, sometimes I will

(01:07:02):
achieve that very, that goalvery quickly, because when you
go from your baseline to yournext step up, there's a lot more
room for growth and improvementand you're going to get that
very quickly.
But as you approach yourmaximum capacity, you're not
going to grow as quickly and thepractice is going to become
more difficult.
The time bound aspect of itshould be related to the task

(01:07:24):
that you're trying to achieve.

Speaker 1 (01:07:27):
Like if you're going to say I'm going to learn to
bake a cake and you giveyourself like 10 minutes, that
doesn't make sense, like it'snot possible.

Speaker 2 (01:07:35):
Like, say, i'm going to buy a house in the next two
years.
Is that realistic?

Speaker 1 (01:07:39):
Okay.

Speaker 2 (01:07:40):
Yeah, i wish, yeah, i wish, but it'd be, that would
be something that would berealistic.
But if I, you know, in the, youknow time, finances and
whatever, if I say I'm going tobuy a house tomorrow, right,
well, that might not be sorealistic.
Or I'm going to, i'm going tofly the space shuttle tomorrow,
having no training or anythinglike.

(01:08:00):
I just dated myself the spaceshuttle.
It'd be a SpaceX, now it'd bethe dragon or the Falcon or
whatever the heck it is, andcomputers all do it nowadays.
I don't know, but anyway, theamount of time that you give
yourself to accomplish the taskshould be reasonable and
realistic to what you are tryingto achieve.

(01:08:22):
Moving on, you're probablywondering what these extra two
little letters on the end ofsmart goals are.
We're moving into smarter goals.
This is the expanded format.
This is not something that Imade up.
This is actually I believe it'sfrom John A Cuff, the guy that
does the quitter and all thatstuff, the book, the author.

(01:08:42):
Is that the right guy, john ACuff?

Speaker 1 (01:08:45):
Yeah, but I don't think he created some of our
goals.

Speaker 2 (01:08:47):
I don't think he created it, but that's where I
heard it from was John A Cuff.
He's a author, self-help author, leader, entrepreneur, trainer
of many different leadership andcoaching strategies, And this
is where I heard it from,whether he is the one that
created it or not.
But the E in smarter is forevaluate Kind of twofold.

(01:09:12):
Jenny, what you were talkingabout is, if you achieve your
goal in two weeks and you'vegiven yourself six at that point
you need to go back andre-evaluate and adjust your
goals or create a whole new goalin order to fit the
circumstances in which you're in.

Speaker 1 (01:09:31):
Right.
So the E and the R add to that.
This is a cycle.
It's not just a straight up anddown.
It's not like the order ofoperations, it's not just a
straight.
I did top, i did middle, i didcheck, check, check.
It's the smart goals are acircle And that's what the ER do

(01:09:52):
.
Is they connect it so thatyou're going around back up to
setting new goals?

Speaker 2 (01:09:56):
That's exactly what it is And then evaluate.
Of course, you know you want tolook back and review your
results And as you're evaluating, you want to identify areas in
which you have trouble and whichyou have struggled Like, say,
you know I need you know what'sgoing to help me be more
successful with these 20 footputts because, let's say, this

(01:10:17):
is the first time that you'vedone it And you're evaluating
your form, you're evaluatingthis and that And you can start
to work out the bugs or thekinks in your process, to make
yourself more consistent.
You know, maybe it's a releasepoint, maybe it's a feeling or a
technique that you've runacross And that didn't Ella say

(01:10:38):
something about that?
Like you don't want to changetoo many things at once.
No, what, what do you?
what?
No, i asked.

Speaker 1 (01:10:45):
I asked Holland because they were giving us you
know, yeah I was talking toHolland about during the clinic
of you know, you're, you'regiving us a whole bunch of of
tips like all the way through,from you know, start to finish
of, of throwing a whole likewhat do you do?
And she's like, well, it'sgoing to be up to you.
You get to decide if all youwant to do is focus on your

(01:11:07):
putting, focus on your putting.
If you feel like you need tochange up everything at once,
you can.
However, then you're not goingto know what changed made the
difference.
So it's, it's kind of up to youthat what we're talking about
with creating your, your ownexperiment is.
It really is up to you aboutwhat you're going to focus on

(01:11:28):
and what you're going to do.
However, you can only focus onone thing at a time, just as a
human in general, like you, mayhave three goals.
However, you're focusing on onegoal at a time.

Speaker 2 (01:11:40):
So, like multitasking is a myth.

Speaker 1 (01:11:42):
Yes, yeah.

Speaker 2 (01:11:43):
You.
you might be able to juggleseveral operations, but doing
several operationssimultaneously is not Yeah.

Speaker 1 (01:11:51):
Sorry, sorry, teenagers.

Speaker 2 (01:11:52):
It's not a real thing .

Speaker 1 (01:11:54):
You're really not multitasking when you're
watching YouTube and doing yourhomework.

Speaker 2 (01:12:00):
Do your homework.
Do your do your smarter goals?
That's your homework.
Do your smarter goals.
You're troubleshooting.
You say I need to really workon my release point.
I don't like the feel of thedisc coming out of my hand.
So the next sample that you dowith this 20-foot putting,
that's the one aspect thatyou're going to focus on and
hopefully that will correlate toyour success rate.

(01:12:22):
And it's important also to makea list, list these things out
so that you can keep themorganized.
Jenny and I like to say do iton paper, on purpose.
We kind of stole that from DaveRamsey.
But putting the physical actionwith the idea and the thought
creates a muscle memory and akind of connection that Doesn't
exist otherwise and there's, youknow, just overall, if you, if

(01:12:45):
you have an intention of doingsomething, write it down, put it
, put it somewhere.
There's a reason why wechiseled things in stone for the
ages is because it createsSomething of significance.

Speaker 1 (01:12:57):
Well, and if you're like me where you, you tend not
to make time to do much ofanything Like it forces you to
actually sit down and take thetime to go through the steps and
actually, like you said, putsignificance to it moving on to
the last but not least, the Rand smarter.

Speaker 2 (01:13:17):
This is my favorite one and also my most hated one.
The R can either stand forreward or Restart.

Speaker 1 (01:13:28):
I was gonna say it should be reflect.

Speaker 2 (01:13:31):
Well, that's kind of what evaluate is.

Speaker 1 (01:13:35):
No.

Speaker 2 (01:13:36):
Yeah, evaluate is looking back and see how it went
.

Speaker 1 (01:13:40):
No, evaluating is going through the the, not the
fluffy part of it.

Speaker 2 (01:13:46):
Okay, well, let's let's talk about all three.
So.
So this kind of ties in withthe the let's say reward,
restart or reflect This kind ofties in with the accountability
piece is there is an incentiveat the end if you achieve your
goal.
Sometimes the Activity is thereward.

(01:14:07):
As George Carlin's once saidvery wisely, is the activity
should be the reward.
Like woodworking I lovewoodworking and Making something
and then having that somethingin that thing that I can show
off and that I'm proud of is thereward.
Or like cooking Cooking is thesame way.
You know, i make that hamburger, i make the best hamburger ever

(01:14:28):
and then people enjoy it.
That is the reward.

Speaker 1 (01:14:30):
The reward and the activity are one in the same and
that However, the consequenceof that reward is that now no
one wants to go to the out toeat and you always have to cook.

Speaker 2 (01:14:40):
Yeah, that's true, but But so, like disc golf, the,
the activity can be.
The reward is that if you startsinking your putts from Edge of
circle or whatever and yourscorecard going goes down and
you start winning tournaments,like that could be the reward
Inside of the activity.
Or the reward could besomething like well, if I raise

(01:15:02):
my percentage and I stayconsistent at it and I hang out
in that area for, let's say, two, three weeks, or if I achieve
my goal.
Let's just say that if Iachieve my goal, either before
or at the time frame that I'mgiving myself, i can go and get
myself that blizzard from DairyQueen, or I can go and have that

(01:15:23):
Snickers bar, or I can go getmy that new disc that I really
wanted And reward myself forcompleting the task.
And it doesn't have to besomething small, but the
psychology behind it is Makesyou incentive base and
goal-driven, positiveachievement driven sometimes
it's just even checking it off.

(01:15:44):
That's enough like a bucket listthing.

Speaker 1 (01:15:47):
I don't know, i don't know about bucket list.
I'm just thinking of, like, mylist of things that need to be
done and like check That's done.

Speaker 2 (01:15:54):
Yeah, i mean that reward may be just satisfaction,
like having a clean kitchen orMowing the yard.

Speaker 1 (01:16:01):
What's a clean kitchen?

Speaker 2 (01:16:02):
Yeah, I know like well, like mowing the yard,
having the fresh, the fresh cutgrass mill That's kind of the
reward, you know.
Or being able to sit and have asoda on the front porch.
And wildflower lawns are athing I I am behind this.
I like the idea of wildflower.

Speaker 1 (01:16:18):
I have that recorded?
No, I know you do I know?
Sometime the reward is justhaving someone come up and ask
you hey, i see you're doing areally good job at this like how
did you get there?
and Being able to share yourjourney with someone else like
being able to teach.
Yeah, because you go through acycle and the final step is to

(01:16:39):
be able to teach it to someoneelse.

Speaker 2 (01:16:40):
So once you're able to teach someone, you fully
mastered whatever that thing waswell, i feel like being able to
teach it Makes you have to gothrough and work out all the
bugs and all the details, sothat because you don't want to
mislead anybody and so like, ifyou're, if you're a logic or
your Process is off a little bitand you need to teach it to

(01:17:01):
somebody, it Organically causesyou to have to work all that
stuff out, and the moresometimes, the more you teach it
, the better you become at itToo well, the more you teach it
to, the more you see differentaspects of it And maybe it comes
up with more questions, morethings you need to figure out.
Yeah, yeah teaching is learning.

Speaker 1 (01:17:21):
Like for me with the putting.
One thing I wanted to ask GoshI forget which guy it was, but I
really wanted to ask him, likedo you practice Like getting
down on your knees and having toputt in a weird angle Because
it kept happening a lot and Iwant to say it was Matt Bell, i
could totally be wrong, but oneof the players, like they kept

(01:17:43):
getting into this precariousposition where they had to putt
from their knees.
It's like, do you actuallypractice that?
Of course I haven't.

Speaker 2 (01:17:53):
Of course the answer is yes.

Speaker 1 (01:17:55):
I haven't because it would hurt my knees.
Yeah, of course the answer isyes, i'm sure it is.

Speaker 2 (01:17:59):
Oh, absolutely.

Speaker 1 (01:18:01):
I'm sure they have practiced and worked out every
single scenario, seen Hundredsof thousands of shots, if not
millions well then I wanted toask Eagle and I never got to was
What makes you decide you'rejust gonna throw over all the
trees instead of through thetrees?
like, what causes you to makethat decision?
because he was on, i want tosay it was eight Were you going

(01:18:22):
back into the woods on SheltonMm-hmm?
and he decided to throw up overthe trees and get into the
circle instead of through thetrees.

Speaker 2 (01:18:32):
Or like that huge hyzer line on 16 that everybody
kept taking like I've never eventhought about that.

Speaker 1 (01:18:38):
And I thought they were gonna bomb.
they were gonna hit the treesall the way further the right,
like the top of the trees, likeMine blown Yeah for sure.

Speaker 2 (01:18:47):
So Trying to get this wrapped up here The art is for
reward.
We talked about the reward, butalso restart.
So in your evaluation process,if things went wrong, if the
whole thing completely comesapart and goes south, this is
the point at which you say wait,no, i need to go back and do it
again And and start over, andthat evaluate part comes into it

(01:19:08):
, because that troubleshootingis so important to Reconstruct
that goal in a way that's gonnamake more sense and be more
straightforward and practicable.
And then you were sayingreflect too.
What did you mean by reflect?

Speaker 1 (01:19:24):
so as a Teacher, one of the hardest things for
teachers to do is to thenreflect on their teaching or
reflect on their day, and Youcan really learn a lot when you
take that time at the end of aday or the end of a practice
session and Write out yourthoughts of you know what went
well, what didn't go well, andThat's how you become a really

(01:19:44):
good steward of learningyourself is Being able to have
that internal discourse andhaving those conversations of
well, what did I learn fromtoday?
and Just as much as a lot ofpeople don't like to look at
themselves in the mirror Like,this is reflecting on whatever
you're practicing, like you'recooking, your artistry, your

(01:20:06):
ability to teach other people,your disc golf, whatever it is.
Taking that time, five minutesat the end of the day, to
reflect on what happened will,will make huge improvements.

Speaker 2 (01:20:17):
Absolutely.
I'm all on board with that.
Yeah for sure.
So all right, well, we'regetting down to the end of it.
I'm just gonna rattle off somequick things, real quick, before
we end this episode.
So Under this heading, i hadessentials for Successfully
implementing this model, thesmarter goals model.
I think we did a really goodjob of taking apart and talking

(01:20:39):
about all the different aspects.

Speaker 1 (01:20:41):
I think we need to do something before we do that
wrap up.
Yeah, none of these things areindependent.
Like I cannot stress thisenough when you're coming up
with smarter goals, it's notOkay, i'm gonna write a sentence
for s.
I'm gonna write a sentence form.
I'm not gonna.
That's not what it is.
It comes out to be like onesentence like this is your

(01:21:07):
Thesis statement that I am goingto practice my disc golf putts
and And get 10% better at 20foot putts by June 30th.
Like that would be a smartergoal.
It's not like five or sixdifferent sentences.
You're just coming up with onevery cohesive thesis statement

(01:21:28):
or a hypothesis, like if you'restill questioning yourself like
well, can I get 200 putts in ina week?
Like I think I can.
I'm not sure.
Maybe I'm gonna try that outfirst.

Speaker 2 (01:21:39):
Yeah, no, absolutely.
Before we wrap up the episode,just real quick here Essentials
for successfully implementingthe smarter goals model.
We mentioned it before.
Write it down on paper onpurpose.
There is some intention, it's amuscle memory, some
significance to doing that.

Speaker 1 (01:21:57):
It could even be.
I do keep notes on my phone Soyou can write stuff on there You
can create.
If you're a calendar person,put today's the day that I'm
gonna have this done by like acalendar reminder.
It doesn't have to physicallybe paper It.
There are other ways orelectronic?

Speaker 2 (01:22:13):
do you archive it somehow?
I'm sure there's an app.
There's probably a smartergoals app somewhere, i'm sure or
a goal-setting app I don't goand we can figure that out.
But One thing to knowessentials for success with this
is that it actually requiresAction.
You have to get off of thecouch and do something.

(01:22:35):
These things just don't happenby themselves.
You actually have toparticipate in the activity,
engage in the activity in whichyou are setting yourself out for
.
Next bullet point here isConstantly, consistently keep
track of your progress andconsistent data to show how your

(01:22:56):
progression progressing.
When I was in personal training, the number one what reason why
people fail Fail is because andbehavior change does not stick
is because people do not tracktheir progress.
They go from point a to point Cand they're like, oh well, it
didn't work because blah, blah,blah, they can't see how much
they have changed over a periodof time.

(01:23:17):
So tracking and Chronicallyyour progress is very important.
If you should fail in yourgoals, use constructive
Consequences.
You were, you just went to athing, unlike Ray, restorative
Justice, it's kind of this alongthe same thing.

Speaker 1 (01:23:32):
I I would completely take back everything you just
said and I would say if youdon't meet your goal in the
allotted timeframe, there's noreason to beat yourself up.
It just means you need torestart and do another goal and
you have more room forimprovement.
Well, no, fail.

Speaker 2 (01:23:50):
Well, that's why we're talking about constructive
consequences.
Is?
you know, if I I don't make mypercentage in the six week, if I
, if I fall short of my goal,i'm gonna keep going on my goal.
However, what do I need to doConstructively next to make sure
I attain it next time?
So, maybe I need to add 15minutes to the end of my

(01:24:12):
practice session.
Maybe I need to, you know, givemyself a bigger motivation,
like a bigger reward.

Speaker 1 (01:24:19):
It's more like you're like if you haven't done
anything like this in the if foryourself, you got to give
yourself some room to Strugglewithin your zone of proximal
development.
So what you're ready for andmaybe you don't know, maybe it's
not realistic for you to get anhour's worth of practice in
every day, maybe it's an hourevery An hour total in a week.

(01:24:44):
Maybe that's the most that youcan do.
So that's where the realisticpart comes in is are you able to
meet this goal?
The only way that you can failwith smart goals is if you just
stop doing it at all.

Speaker 2 (01:24:55):
Well, that's something we always tell the
kids is that you're only afailure if you quit.

Speaker 1 (01:25:00):
And you know, maybe, if you don't meet your goal,
maybe you need to focus on adifferent area.

Speaker 2 (01:25:04):
Maybe the goal is either too easy or too lofty,
and Maybe it's not what you'reready to focus on you said it
you said it really well is thatall these functions relate to
each other and Start small, gainthose early successes to build
momentum and that confidence.
This is the end of our episode.
Thank you for listening to theintentional discolfer.

(01:25:26):
This is smarter goals talkingabout goal setting and how to
really engage that deliberatepractice process head-on and Put
action behind what you're doing.
This is Brandon And.

Speaker 1 (01:25:42):
Jenny.
Now I wanted to say that thisis the intentional part of our
podcast.
This is the Where intentionreally comes out is if you're
going to actually go throughthat.
Go through and take the time Toactually set up the goals and
figure out a plan like that'sthe intentional part of all of
this.

Speaker 2 (01:26:01):
Doing something as a force of action rather than by
accident.
See see.
So anyway, this is theintentional discolfer our
episode on smarter goals.
I'm Brandon.

Speaker 1 (01:26:15):
I'm Jenny, and the children are coming out of the
wood.

Speaker 2 (01:26:22):
We're done So.
The children are coming out andwe truly believe that disc golf
changes lives.
So go out there and grow thesport.

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