The aim refers to the final desired level of performance, generally one in which there is a high frequency of correct movements and a zero frequency of incorrect movements. This is referred to as reaching aim and "0". The pacing of correct movements specified in the aim should be "rapid, smooth, and natural," that is, performance should be fluent (Binder, 1996). To determine an aim, the teacher might ask a skillful person to perform the task during the counting period; the frequency obtained by that person would then be used to determine the aim for the student. If the star of the basketball team typically sinks at least 10 free-throw shots in 1 minute, then the aim for Susan could be: sinks at least 8 free-throw shots in 1 minute. Enhanced self-esteem and motivation are likely outcomes for the student who reaches fluency aims (McGreevey, 1983).
Early on, Precision Teachers set aims as described above, that is, based on norm-based reference criteria such as the average performance of "typical" students or "truly competent" students (Johnson & Layng, 1994). In recent years, however, many Precision Teachers have abandoned this practice and started using minimum component behavior frequencies to establish aims (Binder, 1996). Earlier we noted that fluent (i.e., accurate and high frequent) performance is retained longer, endures better during long time-on-task periods, is less likely to be affected by distracting conditions, and is more likely to be applied, adapted or combined in new learning situations, even in the absence of instruction. Minimum component frequencies predict these outcomes. As Binder (1996) explains: