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dc.contributor.authorMason, RJ
dc.contributor.authorFarrow, D
dc.contributor.authorHattie, JAC
dc.date.accessioned2020-11-27T00:50:05Z
dc.date.available2020-11-27T00:50:05Z
dc.date.issued2020-09-15
dc.identifier.citationMason, R. J., Farrow, D. & Hattie, J. A. C. (2020). Sports Coaches' Knowledge and Beliefs About the Provision, Reception, and Evaluation of Verbal Feedback. FRONTIERS IN PSYCHOLOGY, 11, https://doi.org/10.3389/fpsyg.2020.571552.
dc.identifier.issn1664-1078
dc.identifier.urihttp://hdl.handle.net/11343/252610
dc.description.abstractCoach observation studies conducted since the 1970s have sought to determine the quantity and quality of verbal feedback provided by coaches to their athletes. Relatively few studies, however, have sought to determine the knowledge and beliefs of coaches that underpin this provision of feedback. The purpose of the current study was to identify the beliefs and knowledge that elite team sport coaches hold about providing, receiving and evaluating feedback in their training and competition environments. Semi-structured interviews conducted with 8 coaches were inductively analyzed, revealing three broad themes: thinking and learning about feedback, providing feedback, and evaluating feedback. Findings revealed a detailed array of knowledge about feedback across a wide range of sub-topics. Coaches saw feedback as a tool to improve performance, build athlete confidence, help athletes to monitor progress, and as a tool to improve their own performance. Novel insights about evaluating an athlete's reception of feedback, and tailoring feedback for individual athletes, were provided by coaches. The findings also highlight areas in which future coach education offerings can better support coaches to provide effective feedback.
dc.languageEnglish
dc.publisherFRONTIERS MEDIA SA
dc.rights.urihttps://creativecommons.org/licenses/by/4.0
dc.titleSports Coaches' Knowledge and Beliefs About the Provision, Reception, and Evaluation of Verbal Feedback
dc.typeJournal Article
dc.identifier.doi10.3389/fpsyg.2020.571552
melbourne.affiliation.departmentMelbourne Graduate School of Education
melbourne.source.titleFrontiers in Psychology
melbourne.source.volume11
dc.rights.licenseCC BY
melbourne.elementsid1468219
melbourne.contributor.authorHattie, John
dc.identifier.eissn1664-1078
melbourne.accessrightsOpen Access


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