Subjective theories on feedback of high level athletics coaches and their athletes

Introduction

In the past many traditional studies on feedback have reduced the complexity of the interaction process when giving and receiving feedback by limiting the focus of research either to descriptive studies on observable feedback behavior or to measuring the effectiveness of augmented feedback. The following study broadens the scope of research by supplementing the observable processes of feedback interaction by reconstructions of cognitive processes, i.e. subjective theories of coaches and their athletes. Based on an epistemological view of man it can be assumed that coaches as well as their athletes have developed implicit theories on feedback that they hold to be optimal for developing motor skills. In those cases where the subjective theory of a coach is in agreement with the theory on feedback of his or her athlete interaction should be greatly void of "communicative friction".

Methods

Based on the research program on subjective theories developed by Groeben et al. (1988), 25 top-level athletics coach-athlete dyads were interviewed in the field, reconstructing their individualized subjective theories on feedback. In a first stage congruency based on verbal reports of the athlete and his or her coach was tested. In a second step, verbal reports of the coach were compared with his actual behavior in the field. This permits a three-fold measurement: the weaker one relies on the congruency of the coach’s and athlete’s verbal data, the stronger and more relevant tests compare the coach’s own report on his feedback and the feedback desired by the athlete with his actual feedback behavior.

Results and Discussion

The results show that in 15 out of 25 pairs the reconstructed theories of feedback were largely congruent, while agreement between the verbalized theories of the coach and his observable behavior averaged only 60%. Looking at the current discussion on improving sports skills, demands for a stronger individualization of instruction prevail. Individualized skill training, however, can only be optimized if mutual understanding is improved. For that purpose, the three-phase diagnostic tool offers the opportunity to create the basis for modifications on the side of the coach and the athlete with the aim to create a more congruent coach-athlete interaction. In addition to this, the effects of this dialogue approach will lead a coach, who hitherto has favored a more monologue type of feedback, to reflect and communicate with his athlete about different views of effective feedback.

References

[1]. Groeben, N., Wahl, D., Schlee, J. & Scheele, B. (1988). Forschungsprogramm Subjektive Theorien. Tübingen: Francke.
[2]. Hanke, U. & Schmitt, K. (1999). Feedbackoptimierung in der Rhythmischen Sportgymnastik. Köln: Strauß.
[3]. Schmitt, K. (2001). Subjektorientiertes Feedbackhandeln - Entwicklung einer anwendungsorientierten Methodologie zur Rekonstruktion subjektiver Feedbacktheorien und subjektorientierten Feedbackhandelns. Unveröffentlichte Dissertation. Inst. für Sportwissenschaft, Universität Landau.
[4]. Schmitt, K. & Hanke., U. (2002). Verstehen und Missverstehen in der Trainer-Athlet-Interaktion. In G. Friedrich (Hrsg.), Sportpädagogische Forschung - Konzepte - Ergebnisse - Perspektiven (S. 157-161). Hamburg: Czwalina.
[5]. Schmitt, K. & Hanke, U. (2003, Januar). Subjektive Feedbacktheorien von ExpertentrainerInnen und ihren AthletInnen in der Leichtathletik [32 Absätze]. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research [On-line Journal], 4(1). Available through: http://www.qualitative-research.net/fqs-texte/1-03/1-03schmitthanke-d.htm.