chapter 9&10 Flashcards
what are the aims of coaching
-pleasure
-excellence
-positive youth development
(-experts, immediate feedback, establish evaluative criteria & climate)
what are the three main model of coaching effectiveness and which one is used the most
cognitive-mediation model (most used)
multidimensional model of leadership
motivational model
what does the cognitive-mediation model consist of
- actual coach behavior
- athletes evaluation of coach behavior
what does the multidimensional model of leadership consist of
- actual leader behavior
- preferred leader behavior
- situational demand for leader behavior
what are the three phases of cognitive-mediational model
-(coach behavior) lead to (athletes perceptions & recall) which then lead to (athletes evaluative reactions)
true or false
a coaches characteristics such as age, gender, race, ethicity will effect the athletes perecptions
true
true or false
what is happening on the certain day/ situation will affect the way a coach directly while coaching
true
what are two ways of viewing behavioral data
snapshots (frequency profiles of how the relationship tends to be over time) scores are relative
movies (sequential streams of data on the content and process of interactions)
scored can be both absolute and relative
can be collapsed into snapshots
very little coaching in this format
what are the clear expectations of observable behaviors that Tharp and Gallimore studied on John Wooden
-reinforcement
-punishment
-modeling
-instruction
(two sport-specifc studies that john wooden added which are uncommon in education are listed below)
-scold/re instruction
-hustle
what are the two most prevalence behaviors that john wooden focused on during practice
instruction (50%)
hustle (13%)
what is CBAS and what does it consist of
Coaching Behavior Assessment system (CBAS)
- Categorical
- Empirically-dervied (content-analysis of time-sampled coaching behaviors observed on a soccer field)
- Generalizes well to baseball, basketball, football and other sports
what are the two classes of CBAS
class 1: reactive behaviors
- desirable performance
- mistake/errors
- misbehaviors
class 2: Spontaneous behaviors
- Game related
- Game irrelevant
what are the two types of reactive behaviors for desirable performance
- positive reinforcement
- nonreinforcement
what are the reactive behaviors for player mistakes/ errors
- mistake-contingent encouragment (EM)
- mistake-contingent techical instruction (TIM)
- punishment (P)
- punitive mistake-contingent technical instruction (TIM+P)
- ignoring mistake (IM)
what are the reactive behaviors for player misbehaviors
Keeping Control
what are the spontaneous behaviors for game related
- general technical instruction
- general encouragement
- organization
what are the spontaneous behaviors for game-irrelevant
general communication
what are the three most common behaviors for CBAS
- positive reinforcement
- general technical instruction
- general encouragement
what are the two least common behaviors for CBAS
- punishment
- punitive mistake-contingent technical instruction
