A Systematic Observation of More and Less Successful High School Tennis Coaches

1988 ◽  
Vol 7 (4) ◽  
pp. 302-310 ◽  
Author(s):  
David B. Claxton
Keyword(s):  
High School ◽  
The Other ◽  
State University ◽  
Arizona State University ◽  
Systematic Observation ◽  
Behavioral Category ◽  
Early Season ◽  
Instructional Behaviors ◽  
Late Season ◽  
Observation Instrument

The purpose of this study was to describe and analyze systematically the coaching behaviors of more and less successful high school boys’ tennis coaches during practice sessions. The Arizona State University Observation Instrument, consisting of 14 behavior categories, was used to compile data on nine coaches (five judged as more successful and four judged less successful, based on win records). Time sampled event recording was used to collect the data, with each coach being observed during preseason/early season, midseason, and late season for a total of three observations per coach. Analysis of the data showed that the more successful coaches asked a significantly greater number of questions of their players than did the less successful coaches. The tennis coaches demonstrated more instructional behaviors than any other behavior but spent more intervals in the Other category than in any other behavioral category. Other, Management, and Silence accounted for almost 75% of all intervals.

Systematic Observation of Behaviors of Winning High School Head Football Coaches

1985 ◽  
Vol 4 (4) ◽  
pp. 256-270 ◽  
Author(s):  
Alan C. Lacy ◽  
Paul W. Darst
Keyword(s):  
High School ◽  
The Other ◽  
Systematic Observation ◽  
Early Season ◽  
Warm Up ◽  
Football Coaches ◽  
Late Season ◽  
Observation Instrument ◽  
School Head ◽  
Two Phases

The purpose of the study was to analyze the teaching/coaching behaviors of winning high school head football coaches during practice sessions. A systematic observation instrument with 11 specifically defined behavior categories was utilized to collect data on behaviors of 10 experienced winning coaches in the Phoenix, Arizona, metropolitan area during the 1982 season. Each coach was observed in three phases of the season: preseason, early season, and late season. Segments of the observed practices were classified as warm-up, group, team, or conditioning. Analysis of the data showed that the total rate per minute (RPM) for behaviors was higher in preseason than in either of the other two phases. Four of the 11 defined behavior categories (praise, scold, instruction, positive modeling) had significant differences (.05 level) in RPM between the preseason and the other two phases of the season. No significant differences were found between the early season and the late season phases. The group segment was used most in the preseason, while the team segment was used more of the time in the early season and late season. A lower RPM during the warm-up and conditioning segments indicated less involvement by the head coaches than in the group and team segments of practice.

scholarly journals Research Program to Sustain the FM Professional

2015 ◽  
Vol 7 (1) ◽  
pp. 86
Author(s):  
Dean Kashiwagi ◽  
Alfredo Rivera ◽  
Jake Gunnoe ◽  
Jacob Kashiwagi
Keyword(s):  
High School ◽  
High School Students ◽  
Undergraduate Students ◽  
Research Program ◽  
State University ◽  
Arizona State University ◽  
Honors Program ◽  
School Students ◽  
The Future ◽  
Facility Manager

Arizona State University has been involved in identifying the future Facility Manager (FM) paradigm which results in a sustainable FM profession. The $16M, 20-year international research program has identified, created and tested out a solution to the almost impossible task of replacing the aging FM professionals. The research has identified the future FM as one who is leadership based and leads the entire supply chain from inside the organization. This paper will cover the three year results of finding the future FM by accessing the top 10% of ASU’s 85,000 students through Barrett’s Honors Program, 7th – 10th graders through the Barrett’s Summer Honors Program, and culminating this year in placing the education in one of the top private schools in the state of Hawaii for high school students, testing the approach on 116 Brazilian engineering undergraduate students and getting approval for testing a 14 week program in the Tempe High School. The model is proposed as a prototype for future FM professionals and how the FM professional can become sustainable.

Weed Control in Soybean (Glycine max) with Flumetsulam, Cloransulam, and Diclosulam

1999 ◽  
Vol 13 (4) ◽  
pp. 791-798 ◽  
Author(s):  
David R. Shaw ◽  
Andrew C. Bennett ◽  
Donald L. Grant
Keyword(s):  
Glycine Max ◽  
Weed Control ◽  
Standard Treatment ◽  
The Other ◽  
Early Season ◽  
Late Season ◽  
Pitted Morningglory

Cloransulam postemergence (POST), diclosulam preemergence (PRE), and flumetsulam preplant incorporated (PPI) and POST were evaluated in six trials at two locations for control of sicklepod and pitted morningglory in soybean. Sicklepod control with cloransulam plus flumetsulam POST was equivalent to chlorimuron POST in seven of eight comparisons both 3 and 6 wk after treatment. Sicklepod control with cloransulam POST was equivalent to chlorimuron in only three of eight comparisons 3 wk after treatment, but late-season control was equivalent in five of six comparisons. Pitted morningglory control with cloransulam alone or in tank-mixture with flumetsulam POST was equivalent to chlorimuron in all comparisons. Control of sicklepod and pitted morningglory was greater in most comparisons when a POST application followed flumetsulam plus trifluralin PPI compared to only trifluralin PPI. In a total PRE stale seedbed system, where all treatments were tank-mixed with pendimethalin plus glyphosate, sicklepod control with all rates of flumetsulam and 26 or 35 g ai/ha diclosulam was equivalent to the standard treatment of imazaquin or metribuzin plus chlorimuron. None of the total PRE programs controlled sicklepod as well as when glyphosate was applied sequentially POST. Pitted morningglory was controlled 83 to 93% with 26 or 35 g/ha diclosulam, equivalent to imazaquin, metribuzin plus chlorimuron, or sequential glyphosate applications 8 wk after the PRE application. Increasing flumetsulam rate increased pitted morningglory control early season, but flumetsulam was not as effective as the other herbicides.

Effective Coaching in Action: Observations of Legendary Collegiate Basketball Coach Pat Summitt

2008 ◽  
Vol 22 (2) ◽  
pp. 197-211 ◽  
Author(s):  
Andrea J. Becker ◽  
Craig A. Wrisberg
Keyword(s):  
Ncaa Division I ◽  
Division I ◽  
State University ◽  
Nonverbal Behaviors ◽  
Arizona State University ◽  
Observation Instrument ◽  
Practice Behaviors ◽  
Effective Coaching ◽  
Collegiate Basketball ◽  
Verbal And Nonverbal Behaviors

The purpose of this study was to systematically examine the practice behaviors of Pat Summitt, the winningest collegiate basketball coach in NCAA Division I history. Throughout the 2004–05 season, Summitt’s verbal and nonverbal behaviors were video recorded during six practices. A total of 3,296 behaviors were observed and coded using the Arizona State University Observation Instrument (Lacy & Darst, 1984). Results indicated that 55% (n = 1810) of Summitt’s behaviors were directed toward the team, whereas 45% (n = 1,486) were directed toward individual players. The most frequent behavior was instruction (48%, n = 1,586) followed by praise (14.5%, n = 478) and hustle (10.7%, n = 351). Contrary to predictions, no differences were found in the quantity or quality of the coaching behaviors that Summitt directed toward high and low expectancy players.

Teaching and Coaching: A Comparison of Instructional Behaviors

1989 ◽  
Vol 9 (1) ◽  
pp. 49-57 ◽  
Author(s):  
Terry Rupert ◽  
Craig Buschner
Keyword(s):  
High School ◽  
Physical Education ◽  
Data Base ◽  
Dual Role ◽  
Teaching Behaviors ◽  
Instructional Behaviors ◽  
Coaching Behaviors ◽  
Observation Instrument ◽  
High School Physical Education

Researchers have studied teaching and coaching separately, despite the fact that these roles overlap. The purpose of this study was to compare the instructional behaviors of educators who were engaged in the dual role of teaching high school physical education and coaching baseball. Nine teacher/coaches were observed using the ASU Observation Instrument. Of the 13 behavioral categories observed, significant differences were found in 5 categories. Coaching behaviors were greater for preinstruction, praise, and silence. Teaching behaviors were greater for the categories of management and the category “other.” The results demonstrate that instructional behaviors can vary depending upon context. This study supplements a beginning data base for comparisons of pedagogical behaviors of teacher/coaches.

Police Use of Force Escalation and De-escalation: The Use of Systematic Social Observation With Video Footage

2021 ◽  
pp. 109861112110491
Author(s):  
William Terrill ◽  
Laura Zimmerman
Keyword(s):  
Resistance Force ◽  
State University ◽  
Arizona State University ◽  
Federal Law ◽  
Systematic Observation ◽  
Law Enforcement Training ◽  
Joint Project ◽  
Video Footage ◽  
Police Agencies ◽  
Social Observation

As police agencies continue to incorporate body-worn cameras, it becomes increasingly important for researchers and practitioners to explore how to best use these data to better understand patterns of suspect and police behavior. Thus, drawing on a joint project between the Federal Law Enforcement Training Centers and Arizona State University, we expand on prior research demonstrating how social systematic observation (SSO) can be used with video footage to methodically detail the evolving nature of police-suspect encounters. We then illustrate how the data could be evaluated within the framework of escalation and de-escalation using an expanded version of the Resistance Force Comparative Scale (RFCS) first developed and employed in 2001. Finally, we assess the merits and challenges of using video footage to account for suspect and police behaviors in relation to escalation and de-escalation.

The Effect of Mathematics Instruction Using Manipulative Models on Attitude and Achievement of Prospective Teachers

1975 ◽  
Vol 6 (2) ◽  
pp. 88-94
Author(s):  
Gary Warkentin
Keyword(s):  
Prospective Teachers ◽  
Mathematics Instruction ◽  
Attitudes Toward Mathematics ◽  
The Other ◽  
State University ◽  
Arizona State University

Students in several sections of a theory of arithmetic course at Arizona State University were given instruction with a laboratory approach based on structural manipulative models. Their attitudes and achievement were compared with those of students receiving instruction with lectures and a textbook. The students who used the manipulative models had more favorable attitudes toward mathematics than the other group. However, they were not able to cover as much content and did not have as much measured achievement.

Analysis of Starter/Nonstarter Motor-Skill Engagement and Coaching Behaviors in Collegiate Women’s Volleyball

1994 ◽  
Vol 13 (2) ◽  
pp. 95-107 ◽  
Author(s):  
Alan C. Lacy ◽  
Donna L. Martin
Keyword(s):  
Motor Skill ◽  
Repeated Measures ◽  
Future Research ◽  
State University ◽  
Arizona State University ◽  
Warm Up ◽  
Coaching Behaviors ◽  
Observation Instrument ◽  
Starting Point ◽  
Women's Volleyball

The purpose of this study was to examine starter/nonstarter motor-skill engagement (MSE) and coaching behaviors in different segments of preseason practices in collegiate women’s volleyball. The subjects were players and coaches of eight volleyball teams. Segments of the practice were defined and coded as a warm-up, skill work, scrimmage, or conditioning. Duration recording procedures were used to collect MSE data of starters and nonstarters. Coaching behaviors were coded with interval recording procedures (5-second observe, 1-second code) using an expanded version of the Arizona State University Observation Instrument (ASUOI). A two-way repeated-measures ANOVA showed no significant differences in MSE between starters and nonstarters across the segments of the practice sessions. Results of this study offer a starting point for future research on player behaviors in the athletic environment and add to the data base of completed research on coaching behaviors.

scholarly journals Coaching Behaviours and Philosophy of High Performance Secondary School Basketball Coaches

2014 ◽  
Vol 20 (1) ◽  
pp. 21-38
Author(s):  
Albert CRUZ
Keyword(s):  
Secondary School ◽  
High Performance ◽  
State University ◽  
Arizona State University ◽  
Observation Instrument ◽  
Holistic Understanding ◽  
Basketball Coaches ◽  
Analytic Induction ◽  
Method Approach ◽  
Insight Into

LANGUAGE NOTE | Document text in English; abstract also in Chinese. The purpose of the study was to examine the coaching behaviours and philosophy of four high performance secondary school basketball coaches during their in-season practice sessions. A mixed-method approach was used to identify the coaching behaviours used by the four coaches in the practice environment and to generate an insight into the rationales that underpinned their use. They were videotaped and observed coaching four practice sessions with their own teams. The videotaped sessions were coded using the Arizona State University Observation Instrument (ASUOI) (Lacy & Darst, 1984). Data generated by the ASUOI provided information of the percentages of coaching behavioral categories of the coaches. The four coaches were interviewed after their practice sessions. Qualitative data were collected through field observations and interviews. Constant comparison and analytic induction were used to organize and categorize the data. Data analyzing attempted to provide explanations and rationales for their coaching behaviours and philosophy in the practice sessions. Findings of the study helped to provide a more holistic understanding of the coaching behaviours and philosophy of high performance basketball coaches. This information is invaluable and significant in the training and advancement of both apprentice and veteran coach in basketball as well as other sports areas. 本研究目的是探究四位出色表現中學籃球教練在賽季訓練時的教練行為及哲學理念。研究方法是採用混合模式去識別教練行為及其背後理念。教練被錄影及觀察四節球隊訓練課。訓練課利用ASUOI觀察系統分析教練行為及提供行為百分比資料。四位教練於訓練課後接受訪談。以持續比較法分析歸納訪談及觀察數據說明教練行為及哲學理念原因。研究結果協助全面理解教練行為及哲學理念。此等資料對於培訓新手及經驗籃球教練及其他運動教練圽為重要。

scholarly journals Differences in Coaching Behaviors between Individual and Team Sports at College Varsity level

2009 ◽  
Vol 15 (2) ◽  
pp. 35-42
Author(s):  
Howard Z. ZENG ◽  
Raymond W. LEUNG ◽  
Wei BIAN ◽  
Wenhao LIU
Keyword(s):  
Data Collection ◽  
Team Sports ◽  
Head Coaches ◽  
State University ◽  
Arizona State University ◽  
Coaching Behaviors ◽  
Observation Instrument ◽  
The Usa ◽  
Individual Sports ◽  
Management Behaviors

LANGUAGE NOTE | Document text in English; abstract also in Chinese. This study examined the differences in coaching behaviors between individual sports (ISs) and team sports (TSs). Participants were head-coaches of ten varsity teams from a college in the USA. Twenty practice sessions (two practices per coach) were videotaped and the Arizona State University Observation Instrument was used for data collection. A 2 x 2 MANOVA (sports x observations) revealed that significant differences in five coaching behaviors between the two types of sports. Specifically, ISs coaches demonstrated significantly greater (p < .05) rate per minute (RPM) than did TSs coaches in Preinstruction (M = 1.41 ± .12 vs. .73 ± .13), Questioning (M = .55 ± .11vs. .29 ± .31), and Praise (M = .84 ± .37 vs. .36 ± .38). TSs coaches demonstrated significantly greater (p < .05) RPM than did ISs coaches in Postinstruction (M = 1.28 ± .18 vs. .56 ± .06) and Hustle (M = .89 ± .12 vs. .13 ± .06). No significant differences (p > .05) were identified in Concurrent Instruction, Positive Modeling, Negative Modeling, Scold, and Management behaviors between the coaches. In conclusion, the coaches from the ISs and TSs employed different coaching behaviors that reflected the features of their specific sports. 本研究檢驗了大學生代表隊個人與團隊運動教練行為之間的差異。研究對象為位於美國東部一所大學的10支運動代表隊的主教練。研究者在他們進行正常訓練時對10名教練員的教練行為進行了錄像記錄 (總共錄了20堂訓練課，每名教練員兩堂)。資料採用亞里桑納州立大學系統觀測儀收集。通過2x2多元方差分析檢驗，在 個人與團隊運動之間有五種教練行為顯出明顯差異 (p<.05)。具體如下：個人運動教練比團隊運動教練使用了明顯多的訓練前指導 (M=1.41±.12 vs. .73士.13)，訓練中提問 (M=.55±.ll vs. .29士.31)和表揚(M=.84±.37 vs..36±.38)；團隊運動教練比個人運動教練使用了明顯多的訓練後指導 (M=1.28±.18 vs. .56士.06)和訓練中催促 (M=.89±.12 vs. .13士.06)。然而，個人與團隊運動的教練在使用訓練中指導正或負面示範叱責和組織/管理等教練行為時沒有明顯差異 (p>.05)。結論：個人與團隊運動項目的教練使用了不同的教練行為而這些教練 行為反映了他們所教運動項目的特點。

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