Effects of Coaching Feedback on Changes in the Self-Evaluated Soccer Competence through after School Soccer Club Activities

2015 Fiscal Year Final Research Report

• Project/Area Number: 26870661
• Research Category: Grant-in-Aid for Young Scientists (B)
• Allocation Type: Multi-year Fund
• Research Field: Developmental mechanisms and the body works; Sports science
• Research Institution: Hokkaido University of Education
• Principal Investigator: Ambe Hisataka 北海道教育大学, 教育学部, 講師 (40634556)
• Project Period (FY): 2014-04-01 – 2016-03-31
• Keywords: 期待理論 / 有能感 / フィードバック / サッカー / 部活動

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.

Free Research Field

体育・スポーツ心理学