Examining Differential Coaching Behaviors in Positive Coaches: A Mixed-Methods Perspective Guided by the Expectation Performance Process

Abstract

The purpose of this concurrent triangulation mixed-methods study was to examine differences in perceptions of coach behaviors of athletes of varying performance abilities situated within a self-fulfilling prophecy. The mixed-methods approach allowed for a more holistic examination of softball athletes' perspectives of head coaching behaviors. Division I softball athletes (n = 148) completed the CBAS-PBS providing perceptions of head coach (n =20) behavior. Coaches rated each athlete using the MERS providing a performance expectation score. Thirty-eight athletes provided supporting perspectives through individual interviews on perceptions of differential treatment based on expected performance level. Cluster analysis produced low, average, and high expectancy groups. MANOVA and DFA revealed two underlying functions that distinguished between groups. High expectancy athletes experienced less 'detached' coaching behaviors than low or average athletes. Qualitatively, athletes provided examples that support quantitative results that teammates perceive lower rated athletes are treated differently.

NPCs in video games: a reflective resource for sports coaches and participant engagement

“…It means some valuable theories in formal coach education seem to have not been influenced to some coaches, who have been working in youth sports for a long time. This formal education deficiency, compounded by the competitive youth sports culture, leaves coaches ill-equipped to mentor young athletes effectively ( 24 – 26 ).…”

The Relationship Between Sources of Information and Perceived Competence Across a Sports Season: A Planned Missing Data Approach

“…High ability players received more instructional feedback compared to low ability players who received more management feedback. Not only do coaches use different feedback based on their perceptions of players different abilities, but the players are also aware that the feedback provided is different based on the coach's expectations of ability (Buning, 2018). In the present study, although coaching support was not broken down into different types of support, one could speculate that if the players perceived their coach to be more supportive than usual, this could be a signal that the coach did not think they were performing as well as others, leading to lower perceived competence While there does not appear to be similar research looking at this with friends, it is easy to extend these findings to higher than average friend support.…”