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。

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.

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.

scholarly journals COLLEGE ATHLETES’ PERCEPTIONS OF COACHING BEHAVIOURS: DIFFERENCES BETWEEN INDIVIDUAL AND TEAM SPORTS

2016 ◽  
Vol 2 (101) ◽  
pp. 61-65
Author(s):  
Aleksandra Aleksic Veljkovic ◽  
Dusanka Djurovic ◽  
Ivana Dimic ◽  
Rifat Mujanovic ◽  
Kamenka Zivcic Markovic
Keyword(s):  
Social Support ◽  
Positive Feedback ◽  
College Athletes ◽  
Team Sports ◽  
Leader Behavior ◽  
Two Dimensions ◽  
Coaching Behaviors ◽  
Demographic Questionnaire ◽  
Coaching Behavior ◽  
Individual Sports

Background. The aim of this research was to examine differences between athletes’ perception of coaching behaviors in individual and team sports. Methods. College athletes (N = 100) participated in the study. Three questionnaires were administered to the athletes: Demographic questionnaire, Leadership Scale for Sports and Negative Coaching Behavior Questionnaire. Results. The results of this study revealed the significant differences among athletes’ perception of coaching behaviors in individual and team sports. Individual athletes in this study gave higher ratings to training and instruction, social support and positive feedback leader behavior from their coaches. Also, athletes from individual sports had smaller scores on two dimensions and total score of negative coaching behavior questionnaire. Conclusion. Those findings suggest that the behavior of the coach directed towards improving the performance of athletes` was higher evaluated from athletes in individual sports. Further studies should provide more information about coaches’ behavior during the competitive.

An Investigation of the Achievement Goals and Study Process of Athletes in Individual Sports and Team Sports

2021 ◽  
Vol 15 (10) ◽  
pp. 3207-3210
Author(s):  
Orcan Mizrak ◽  
Emre Belli
Keyword(s):  
Data Collection ◽  
Achievement Goals ◽  
Pearson Correlation ◽  
Team Sports ◽  
Descriptive Statistics ◽  
Male Students ◽  
Process Scale ◽  
Study Process ◽  
Individual Sports ◽  
One Way Anova

Aim: The aim of this study is to investigate of the achievement goals and study process of athletes in individual sports and team sports Methods: For data collection, “Achievement Goals Scale” was used which was developed by Akın 3 and For data collection, “Study Process Scale” was used which was developed by Biggs et al 4 and was adapted to Turkish by Yılmaz and Orhan 5 to 369 participants in total consisting of 126 female and 243 male students. For data analysis, through SPSS statistical packet program, frequency analysis, descriptive statistics, independent sample t-tests, one-way anova, tukey, pearson correlation analyze were performed. Results: Significant differences were found in the comparison of the participants' achievement goals and study process according to the type of sport, and their achievement goals and study process (p<0.05). Conclusion: According to this; It is seen that those who do team sports have a higher average in achievement goals levels and study process than those who do individual sports. Keywords: Achievement Goals, Study Process, Team Sports, Individual Sports

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.

Starbucks puts a degree on the menu for 135,000 employees

2014 ◽  
Vol 22 (6) ◽  
pp. 21-23
Keyword(s):  
Bachelor's Degree ◽  
Full Time ◽  
State University ◽  
Arizona State University ◽  
Content Type ◽  
Tuition Reimbursement ◽  
Working Students ◽  
College Achievement ◽  
The Usa ◽  
Practical Implications

Purpose – This paper aims to describe how coffeehouse chain Starbucks has teamed up with Arizona State University (ASU) to offer a big discount on online undergraduate education for 135,000 employees. Design/methodology/approach – It outlines the origins of the Starbucks college achievement plan, the form it takes and the aims it seeks to achieve. Findings – It explains that employees admitted to ASU as a junior or senior earn full tuition reimbursement for each semester of full-time coursework they complete toward a bachelor’s degree. Students already in their first or second years of study are eligible for a partial tuition scholarship and need-based financial help for two years of full-time study. Employees do not have to carry on working at Starbucks after graduation. Practical implications – It reveals that the Starbucks investment is designed to support the nearly 50 per cent of college students in the USA today who fail to complete their degrees because of a mounting debt, a tenuous work-life balance and a lack of support. Social implications – It claims that the scheme can help to repair the fractured American dream. Originality/value – It demonstrates how the Starbucks college achievement plan will provide an academic foundation along with the flexibility, financing and support that working students need to complete their degree.

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 Continuing Professional Development in Sustainability Education for K-12 Teachers: Principles, Programme, Applications, Outlook

2018 ◽  
Vol 12 (1) ◽  
pp. 59-80 ◽  
Author(s):  
Erin Redman ◽  
Arnim Wiek ◽  
Aaron Redman
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Sustainability Education ◽  
State University ◽  
Arizona State University ◽  
Effective Professional Development ◽  
The Usa ◽  
Perception Of Self ◽  
Sustainability Challenges ◽  
K 12

The next generation will be better prepared to cope with the daunting sustainability challenges if education for sustainable development is being taught and learned across educational sectors. K-12 school education will play a pivotal role in this process, most prominently, the teachers serving at these schools. While pre-service teachers’ education will contribute to this transition, success will depend on effective professional development in sustainability education to teachers currently in service. Arizona State University has pioneered the development and delivery of such a programme. We present the design principles, the programme, and insights from its initial applications that involved 246 K-12 in-service teachers from across the USA. The evaluation results indicate that due to participation in the programme, sustainability knowledge, perception of self-efficacy, inclusion of sustainability in the classroom, modelling of sustainable behaviours, and linking action to content all increased. We conclude with recommendations for the widespread adopting of the programme.

Coaches’ Perceptions of Team Cohesion in Paralympic Sports

2015 ◽  
Vol 32 (3) ◽  
pp. 206-222 ◽  
Author(s):  
William R. Falcão ◽  
Gordon A. Bloom ◽  
Todd M. Loughead
Keyword(s):  
Goal Setting ◽  
Thematic Analysis ◽  
Team Sports ◽  
Team Cohesion ◽  
Head Coaches ◽  
Semistructured Interviews ◽  
Sport Teams ◽  
Paralympic Sport ◽  
Individual Sports ◽  
Sports Data

The purpose of this study was to investigate Paralympic coaches’ perceptions of team cohesion. Seven head coaches of summer and winter Canadian Paralympic sport teams participated in the study. Four participants coached individual sports and 3 coached team sports. Data were collected using semistructured interviews and analyzed using thematic analysis. The results addressed the coaches’ perceptions of cohesion in the Paralympic sport setting and strategies used to foster cohesion with their teams. Participants described using techniques and strategies for enhancing cohesion that were similar to those in nondisability sport, such as task-related activities, goal setting, and regularly communicating with their athletes. They also listed how cohesion was distinct to the Paralympic setting, such as the importance of interpersonal activities to build social cohesion. The implications of these results for coaching athletes with a disability are also presented.

scholarly journals Artificial Intelligence in Education: A Bibliometric Study

2021 ◽  
pp. 822-837
Author(s):  
Tarik Talan
Keyword(s):  
Artificial Intelligence ◽  
Intelligent Tutoring Systems ◽  
Web Of Science ◽  
State University ◽  
Arizona State University ◽  
Tutoring Systems ◽  
University Of Memphis ◽  
Artificial Intelligence In Education ◽  
The Usa ◽  
The Subject

The aim of this study is to examine the studies in the literature on the use of artificial intelligence in education in terms of its bibliometric properties. The Web of Science (WoS) database was used to collect the data. Various keywords were used to search the literature, and a total of 2,686 publications on the subject published between 2001-2021 were found. The inquiry revealed that most of the studies were carried out in the USA. According to the results, it was seen that the most frequently published journals were Computers Education and International Journal of Emerging Technologies in Learning. The study showed that the institutions of the authors were in the first place as Carnegie Mellon University, University of Memphis and Arizona State University as the most productive organizations due to the number of their publications, while Vanlehn, K. and Chen, C. –M. were the most effective and productive researchers. As a result of the analysis, it was determined that the co-authorship network structure was predominantly USA, Taiwan and United Kingdom. In addition, when the keywords mentioned together were mapped, it was seen that the words artificial intelligence, intelligent tutoring systems, machine learning, deep learning and higher education were used more frequently.

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