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| manner in which our behaviors are influenced by consequences |
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| antecedents(discriminative stimuli- guide behavior; stimulus control- automatic) |
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| present a stimuli that increases likelihood of behavior |
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| removes aversive stimuli, decrease behavior |
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| present aversive stimuli, decreases behavior |
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| remove positive stimuli, decrease behavior |
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| remove positive stimulus that has followed behavior |
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| reinforce to get closer to final behavior |
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| reinforce good/bad behaviors, teamwork, cohesion, compliance |
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| strength desired behaviors by motivation |
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| fear of failure, unpleasant environment, inappropriate modeling |
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| motivated because it's fun (for the love of the game) |
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| perform to obtain external reward (awards/money) |
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| perceived structure of sports environment (kids think |
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| individual improvement, teamwork, effort |
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| winning, best performers (stars) |
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| providing athlete with knowledge of results (met or exceed coach's standards) |
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| use skills & behaviors in life developed through sports |
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| entertains goals & makes money; winning becomes more important |
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| parents self-worth depends on child |
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| disinterested, overcritical, behind the bench, sideline, overprotective |
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| preferred mode, attuned, connected, engaged, caring attitude |
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| honest, open, direct, expression of thoughts & feelings, choice |
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| empathy, unconditional positive regard, congruence (genuineness) |
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| what am i going to say next, evaluating, judging, labeling |
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| Egan, express perspective, you feel because of |
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| happening to you; behavior: something you did |
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| learned social skill, straightforward expression |
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describe the situation objectively
express your feelings
specify what you want
state the consequences
conflict resolution- seek mutually statisfying soulutions and exchanges |
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| superficial/ inattentive listening |
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| tunes out after receiving enough information |
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youth football players
IV- use of feedback & praise
DV- increase accuracy of plays |
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worked with kids coloring/ drawling
draw for fun, paid for drawing, not paid: decrease drawing |
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based on scientific evidence
model: coach's behavior, athletes perceptions/ recall, athlete's behavior |
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| Coaching Behavior Assessment System (CBAS) |
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reactive(elicited): response immediately
spontaneous(emitted): behavior initiated by coach, no response visible to preceding event |
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1) winning isn't everything, nor is it the only thing
2) failure is not the same thing as losing
3) success is not equivalent to winning
4) athletes should be taught that success is found in striving for victory |
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| Inter-observer reliability |
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