Using Video-Based Feedback and Self-Monitoring to Improve Athletic Coaching Interactions

Abstract

The present study examined if video-based feedback combined with self-monitoring will improve the quality of specific feedback statements delivered by coaches. The study involved four collegiate softball coaches. The primary dependent variable was the quality of coaching interactions delivered by the coaches as measured by items completed from a checklist of feedback characteristics. The coaching interaction was defined as any feedback statement that is referencing behavior relevant to task performance. The secondary dependent variable was the athlete’s performance. The independent variable was video feedback combined with self-monitoring. The results showed an improvement in all four participant’s coaching interactions. The group mean baseline levels for coaching interaction accuracy were between 39% - 59% which improved to 55% - 72% after treatment was introduced. The coaches individual improvement ranged from 3.5%-15.4%. The current study found that using video-based feedback and self-monitoring was effective in improving coaching interactions.