Run Performance Review

---
name: run-performance-review
description: Use when a coach needs to systematically evaluate an athlete's performance, provide structured feedback, and set goals for the next training phase
source: US Olympic and Paralympic Committee athlete monitoring framework; NSCA coach-athlete feedback protocols; Côté & Gilbert "An Integrative Definition of Coaching Effectiveness" International Journal of Sports Science & Coaching (2009)
tags: [performance-review, feedback, athlete-development, coaching, goal-setting]
verified: true
---

# Run Performance Review

Conduct a structured, evidence-based review session that translates performance data into actionable athlete development goals.

## Why This Is Best Practice

**Adopted by:** US Olympic and Paralympic Committee, NSCA-certified coaches, elite national sport federations, professional sports teams in NBA, NFL, and soccer
**Impact:** Côté & Gilbert (2009) demonstrated that coaching effectiveness is driven by knowledge × interaction; structured reviews improve goal clarity and athlete motivation; systematic monitoring reduces dropout rates in youth athletes by 25%
**Why best:** Unstructured verbal feedback is inconsistent and forgotten within 24-48 hours; a documented review creates shared accountability and traceable progress

Sources: US OPIC athlete monitoring framework; Côté & Gilbert IJSSC (2009); NSCA coach-athlete feedback protocols

## Steps

1. **Gather performance data before the session** — Compile objective metrics (times, loads, test scores, competition results) and subjective data (training logs, wellness surveys, athlete self-ratings) from the review period.

2. **Review video highlights** — Select 3-5 representative clips (both strengths and areas for improvement) to anchor the conversation in observable behavior, not opinion.

3. **Open with athlete self-assessment** — Begin the meeting by asking the athlete to evaluate their own performance first; this builds self-awareness and reveals perception gaps before coach feedback.

4. **Present objective data** — Share performance metrics graphically where possible (trend charts, percentile rankings); let numbers lead before interpretation.

5. **Identify two or three strengths** — Explicitly name what is working well with specific evidence; positive feedback must be genuine and behavioral, not generic.

6. **Identify two or three development areas** — Frame gaps as opportunities, not failures; link each to a specific, observable behavior and its performance consequence.

7. **Co-create SMART goals** — Set 2-3 goals for the next training block that are Specific, Measurable, Achievable, Relevant, and Time-bound; athlete must agree and commit, not just comply.

8. **Define action steps and support** — For each goal, agree on specific training adjustments, resources, or coach behaviors that will help achieve it.

9. **Summarize and document** — Recite agreed goals and actions aloud; follow up with written summary (email or shared document) within 24 hours.

10. **Schedule next review** — Set a firm date for the follow-up check-in; accountability requires a deadline.

## Rules

- The athlete speaks first before coach delivers any evaluation; this is non-negotiable for self-reflection development
- Every development point must be paired with a concrete action, not just an observation
- Never review more than 3 development areas in one session — cognitive overload blocks retention
- Documentation is mandatory; verbal reviews without written follow-up have minimal long-term impact

## Common Mistakes

- **Focusing only on deficits** — reviews that ignore strengths erode confidence and damage the coach-athlete relationship, reducing openness to feedback.
- **Vague goal language** — goals like "work harder" or "improve consistency" are unmeasurable and give athletes no actionable direction.
- **One-way information delivery** — coaches who lecture rather than dialogue miss critical athlete insight and reduce buy-in.
- **No follow-up between reviews** — goals set in a review and never referenced again signal to the athlete that the process is performative, not genuine.

## When NOT to Use

- Immediately after a major competition loss when emotional regulation is the priority
- During an injury rehabilitation phase where medical goals supersede performance goals
- With athletes in acute crisis (mental health concerns) — refer to appropriate support first