Effects of coaches' expectations and feedback on the self-perceptions of athletes
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ABSTRACT:
This study examined the influence of coaches' expectations about athletes' abilities on subsequent feedback given to athletes, and also examined how differential expectations and types of feedback affected athletes' perceived competence, self-esteem, and self-confidence. The coaches of three elite female field hockey teams were asked to rank their athletes at pre-, mid-, and post-season to determine high and low expectancy. The feedback communications of these coaches were then recorded and categorized across the season by the investigator and a reliability coder. The athletes (n=41), ranging in age from 15 to 23 years, were administered the Self Perception Profile for College Students, the Trait Sport-Confidence Inventory, and Rosenberg's Self Esteem Scale. The results indicated that high expectancy athletes received more feedback from coaches than low expectancy athletes. Also, a trend was found with regard to type of communications indicating that high expectancy athletes received more specific and evaluative feedback and less prescriptive feedback than low expectancy athletes. Self-confidence was the only self-perception to change over the course of the season, and gains in self-confidence were associated with immediate feedback provided by coaches.
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