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.