Effects of Self‐recording on Attendance and Performance in a Competitive Swimming Training Environment

Abstract

Swimmers' attendance at training and work rates were described by their coaches as being poor and irregular. Reinforcement contingencies were developed to remedy these unsatisfactory conditions. Two experiments were conducted. A multiple baseline design verified the effects of publicly marking attendance at practice as a sufficient solution for reducing absenteeism, tardiness, and leaving early. Follow-up analyses showed this contingency to have lasting effects. In the second experiment, a reversal design was used to assess the effects of employing program boards as a means of increasing work output during practice. Work rates in eight selected swimmers were elevated by an average of 27.1% when the boards were instituted. Follow-up evaluations showed that the use of the program boards had lasting effects. Publicly checking the completion of each training unit of work changed the nature of the swimming environment to produce a more productive use of time. The role of the coach was subsequently changed as less time was spent in directing and supervising behaviors.The purpose of this investigation was to determine the effects of the application of applied psychology techniques in a sporting environment. At a more practical level, the related studies were concerned with determining the effects of behavior modification procedures on several problem behaviors exhibited in a competitive swimming training environment.Despite the demonstrated effectiveness of the application of reinforcement theory, it has been neglected in the literature and by the practitioners of physical education (McKenzie and Rushall, 1973 their team's attendance and work rates as poor and irregular. The immediate concern was the implementation of contingencies of reinforcement that would remedy these unsatisfactory conditions. All behavioral applications were conducted in the on-going environment by the coaches themselves.Attendance at training was poor and irregular. Apart from not attending, swimmers sometimes arrived late and left early and in some instances did not enter the water. These behaviors reduced the individuals' swimming time, disrupted the practice sessions, and interfered with coaching procedures. The coaches had attempted to enforce rules of attendance and participation in training. These were implemented by simply stating the rule conditions. Consequences were not made contingent upon the following or breaking of the rules. These attempts failed to improve swim-practice attendance.The coaches were also concerned with the effect and amount of swimming being done in practices where traditional coaching methods were employed. For the most part, swimmers followed identical programs of work and were 199 1974, 73,[199][200][201][202][203][204][205][206] NUMBER 2 (SUMMER 1974)

An Analysis of Public Posting in Reducing Speeding Behavior on an Urban Highway

“…One technique that has been successful in producing changes in other areas is public posting of performance. For example, public posting has been successfully used to improve the performance of psychiatric aides and attendants (Panyan, Boozer, & Morris, 1970;Pomerleau, Bobrove, & Smith, 1973;Quilitch, 1975), swimmers (McKenzie & Rushall, 1974), tutors (Barnard, Christophersen, & Wolf, 1974), and elementary school children (Van Houten, Hill, & Parsons, 1975;Van Houten, Morrison, Jarvis, & McDonald, 1974;Van Houten & Van Houten, 1977). The purpose of the present experiment is to determine whether public posting of driver performance can reduce speeding in a residential area.…”

Behavioral Coaching in the Development of Skills in Football, Gymnastics, and Tennis

“…Thus far, however, there have been few applications of the operant model to sports.1 For example, in swimming, reinforcement has been used to increase attendance at practice and increase number of laps swum by the individuals involved each day (McKenzie and Rushall, 1974;Rushall & Pettinger, 1969). The procedures included written instructions and self-recording on "program boards" with opportunities for social reinforcement such as attention and praise from coaches and peers.…”

A Behavioral Approach to Coaching Football: Improving the Play Execution of the Offensive Backfield on a Youth Football Team

“…As an alternative it has been suggested that coaches focus more attention on the players' development and improvement, rather than on the eventual outcome of the game (Tutko and Richards, 1971 Rushall, 1973;Rushall and Siedentop, 1972), and have demonstrated the use of such techniques in studies involving competitive swimmers (McKenzie and Rushall, 1974;Rushall and Pittinger, 1969). With a behavioral approach, it might be possible to combine the competitive and the learning aspects.…”