Effects of Coaching Feedback on Changes in the Self-Evaluated Soccer Competence through after School Soccer Club Activities
| Project/Area Number |
26870661
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Multi-year Fund |
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| Research Field |
Developmental mechanisms and the body works
Sports science
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| Research Institution | Hokkaido University of Education |
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Principal Investigator |
Ambe Hisataka 北海道教育大学, 教育学部, 講師 (40634556)
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| Project Period (FY) |
2014-04-01 – 2016-03-31
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| Project Status |
Completed (Fiscal Year 2015)
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| Budget Amount *help |
¥1,820,000 (Direct Cost: ¥1,400,000、Indirect Cost: ¥420,000)
Fiscal Year 2015: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2014: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
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| Keywords | 期待理論 / 有能感 / フィードバック / サッカー / 部活動 / 指導者期待 / 自己能力認知 / 部活動指導 / 自己有能感 |
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| Outline of Final Research Achievements |
This study focused on coaching feedback, and there were three purposes. First purpose was to create a new coaching feedback classification Indexes for analyzing coaching feedback. Second purpose was to evaluate effects of coaches’ expectations on coaching feedback. The last purpose was to clear relationships between coaching feedback and players’ self-evaluated soccer competence in after school club activities.
As results, the new coaching feedback classification indexes which have eight domains named (1) praise, (2) encouragement, (3) scold, (4) instructive, (5) questioning, (6) organizing, (7) friendly, and (8) other were created. In addition, it was revealed that the coach gave more coaching feedback to high-expected players than low-expected players. Furthermore, it was suggested that praise and instructive feedback would increase players’ self-evaluated soccer competence.
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Report
(3 results)
Research Products
(1 results)
