Coach-athlete Interactions and Team Climate

1982 ◽  
Vol 4 (4) ◽  
pp. 388-404 ◽  
Author(s):  
A. Craig Fisher ◽  
Victor H. Mancini ◽  
Ronald L. Hirsch ◽  
Thomas J. Proulx ◽  
Ellen J. Staurowsky
Keyword(s):  
High School ◽  
Interaction Analysis ◽  
Behavioral Analysis ◽  
Team Climate ◽  
Interaction Patterns ◽  
Environment Scale ◽  
Group Environment ◽  
Analysis System ◽  
The Relationship ◽  
Basketball Teams

Coaches and athletes from high school basketball teams (N = 50) served as subjects for three research investigations dealing with the relationship between coach-athlete interaction patterns and team climates, and coach-athlete perceptions of team climates. Basketball practices were videotaped and the interaction patterns were coded by Cheffers' Adaptation of Flanders' Interaction Analysis System (CAFIAS). Team climates were assessed by the Group Environment Scale (GES), an inventory designed to characterize and assess the psychosocial qualities of diverse environments. The quantity, quality, and sequence of coach-athlete interactions revealed a clear demarcation between satisfied and less satisfied team climates. Coaches perceived their team climates as more ideal and less in need of change than did athletes. Coach-athlete behavioral analysis and various aspects of teams' psychosocial environments pointed to the directions where changes might be implemented.

scholarly journals The Classroom Interaction Patterns in Bilingual Classroom at Junior High School in Medan City

2018 ◽  
Vol 9 (4) ◽  
pp. 31
Author(s):  
Meisuri ◽  
T. Silvana Sinar ◽  
Busmin Gurning ◽  
T. Tyrhaya Zein
Keyword(s):  
High School ◽  
Data Analysis ◽  
Junior High School ◽  
Interaction Analysis ◽  
Classroom Interaction ◽  
Interaction Model ◽  
Interaction Patterns ◽  
Model Following ◽  
Bilingual Classroom ◽  
The Times

This paper deals with the interaction pattern between teacher and students in the real classroom lessons. This study was primarily conducted to determine the patterns of classroom interaction produced by the teachers and learners during the class sessions in the bilingual middle-school classrooms in Medan City, Indonesia. The data were spoken texts of teachers from five video-recorded classes (Mathematics, Physics, Biology, English and IT/TIK) during the period of even semester, and were then analyzed by applying the Flanders Interaction Analysis Categories System (FIACS) ‘Interaction Model’ following the frame works proposed by Flanders (1970). From the data analysis, it was found that the talk was dominated by teachers, particularly on the categories of no 4, 5, and 6, while students practiced no 8 mostly, and it also indicated that instructor expressions were very overwhelming in each example of assignments amid the class sessions, while understudies reactions or different properties were moderately low in rates in an educator centered classroom aside from in the scene no. 5 (IT Lesson) where understudies took the greater part of the cooperation among peers. The examination likewise demonstrates that elicitation, reaction, and input were deliberately utilized by instructor, and understudies were a piece of the structure of classroom talk exercises. The example, notwithstanding, could be changed relying upon the educator expectation or the times of lesson that understudies learn.

Teacher-Student Verbal Interaction Patterns At The Tertiary Level Of Education

2011 ◽  
Vol 1 (1) ◽  
pp. 45 ◽  
Author(s):  
Hafiz Muhammad Inamullah ◽  
M. Naseer Ud din ◽  
Ishtiaq Hussain
Keyword(s):  
Interaction Analysis ◽  
Dominant Role ◽  
Classroom Interaction ◽  
Verbal Interaction ◽  
Tertiary Level ◽  
Interaction Patterns ◽  
Teacher Student ◽  
Analysis System ◽  
Classroom Time

The main objective of the proposed study was to explore Teacher–Student verbal interaction patterns at tertiary level education in the North West Frontier Province of Pakistan using Flanders’ Interaction Analysis system.  This study was significant because its findings and conclusions may stimulate teachers to improve their teaching behaviour in order to maximize student learning.  To achieve the above study objectives, three hypotheses were formulated in the light of Flanders “Two-thirds rule” of teacher-student classroom interaction at the tertiary level, namely, about two-thirds of the classroom time is devoted to talking, about two-thirds of this time the person talking is the teacher and two-thirds of the teachers’ talk is “direct” talk. Twenty-five classrooms at the tertiary level were randomly selected as samples for this study.  Twenty-five observations were carried out, one in each classroom, using Flanders Interaction Analysis system to secure the data.  To do this, time sampling was used and each classroom was observed for 810 seconds (13.50 minutes) in a 45-minutes class.  After obtaining and encoding the data, it was tabulated, analyzed, and interpreted by using percentages, means, and standard deviation.  All the hypotheses were supported and it was concluded that, at the tertiary level, more than two-thirds of classroom time was devoted to talking. Thus, talk method dominated in classes. More than two-thirds of the classroom talking time was devoted to teachers talking at the tertiary level with the teachers playing the dominant role.  More than two-thirds of the teachers’ talking time was devoted to direct talk, which showed the direct role of the teacher and indirect role of students at the tertiary level. 

The Relationship of Teacher Fitness to Teacher/Student Interaction

1988 ◽  
Vol 7 (2) ◽  
pp. 142-151 ◽  
Author(s):  
Judith A. Bischoff ◽  
Sharon Ann Plowman ◽  
Lawrence Lindenman
Keyword(s):  
Interaction Analysis ◽  
Classroom Interaction ◽  
Student Interaction ◽  
Current Evidence ◽  
Fitness Level ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Asking Questions ◽  
Analysis System ◽  
The Relationship

The purpose of this study was to determine the relationship between teacher fitness and teacher/student interaction in the classroom. Eighteen experienced high school teachers volunteered as subjects. Subjects were divided into high-fit (HF) and low-fit (LF) categories by comparison with norms for their age and sex in sit-ups, sit-and-reach, percent body fat, and maximal aerobic power. Teacher/student classroom interaction was evaluated by coding audiotapes with the verbal portion of Cheffers’ Adaptation of Flanders’ Interaction Analysis System (CAFIAS). It was revealed that HF teachers spent less time asking questions and more time giving directions than LF teachers. Teachers initiated talk more in the morning, especially on Monday, and students talked more in the afternoon, especially on Friday. Students initiated more talk in the afternoon and were more unpredictable and noncontent oriented in both their initiated and responding behavior in the afternoon. There were no significant interactions between fitness level, day, and time. The current evidence does not support the hypothesis that physically fit teachers are clearly distinguishable from unfit teachers in terms of teacher/student interaction.

Psychotherapie der chronischen Depression

2015 ◽  
Vol 34 (11) ◽  
pp. 880-887
Author(s):  
L. Sabaß ◽  
J. Dewald-Kaufmann ◽  
A. Jobst ◽  
F. Padberg
Keyword(s):  
Cognitive Behavioral ◽  
Behavioral Analysis ◽  
Dsm 5 ◽  
Icd 10 ◽  
Analysis System

ZusammenfassungChronische Verläufe depressiver Störungen werden diagnostisch in ICD-10 nicht ausreichend abgebildet. Zu der im neuen DSM-5 verankerten Krankheitsentität der “persistierenden depressiven Störung” gibt es kein Korrelat. Gleichwohl ist der Langzeitverlauf depressiver Störungen von hoher klinischer Relevanz. Chronizität ist mit Therapieresistenz und vermehrter Suizidalität assoziiert, ist durch erhebliche psychosoziale Einschränkungen gekennzeichnet und mit z. B. einer höheren Komorbidität mit Angstsyndromen, somatoformen Beschwerden und Persönlichkeitsstörungen vergesellschaftet. In vielen Leitlinien wird dabei ein kombiniertes Vorgehen aus Pharmakotherapie, anderen neurobiologischen Therapieansätzen und Psychotherapie empfohlen. Diese Übersichtsarbeit stellt die wesentlichen psychotherapeutischen Ansätze für die Behandlung chronischer Depressionen zusammen und bewertet die Studienlage. Aufgrund der aktuellen Datenlage ergibt sich hierbei ein Fokus auf das Cognitive Behavioral Analysis System of Psychotherapy (CBASP), das gegenwärtig in vielen Kliniken sowie in ambulanten und teilstationären Settings erprobt wird. Zudem wird ein Ausblick auf notwendige Entwicklungen und Forschungsbedarf im Bereich chronischer Depressionen gegeben.

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