Perceptual flexibility and differential feedback among intercollegiate basketball coaches
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ABSTRACT:
Previous research set in both educational and sport settings has examined the relationship between teacher's and coach's perceived expectancies and differential instructional feedback issued to students and athletes. The purpose of the present study was to extend this line of research by addressing the following questions: How flexible are coaches' expectancies over time? Is coaches' feedback guided by criteria other than ability expectancies? Do coaches' expectancy-guided feedback patterns change over the course of a season? We examined one Division I women's basketball team over the course of one season. The expectancies of all four coaches were assessed at the beginning and at the end of the season. Coaches ranked their players according to perceived ability and according to their improvement potential. Coach-player interactions were systematically observed and coded with the Coaching Behavioral Assessment System on four different occasions early and late in the season. Results showed different degrees of flexibility for ability and improvement expectancies. Moreover, we found that both ability and improvement expectancies predicted differential feedback, although different patterns of relations between expectancies and feedback occurred during early and late season practices.
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