¿Modula el efecto del feedback la percepción de competencia del entrenador?

  1. Mario Sánchez García 1
  2. Juan Antonio García Herrero 2
  3. Rodrigo Jesús Carcedo González 2
  4. Diego Soto García 3
  1. 1 Universidad Pontificia de Salamanca. Salamanca
  2. 2 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

  3. 3 Universidad de León
    info

    Universidad de León

    León, España

    ROR https://ror.org/02tzt0b78

Aldizkaria:
Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte

ISSN: 1577-0354

Argitalpen urtea: 2022

Alea: 22

Zenbakia: 88

Orrialdeak: 893-916

Mota: Artikulua

DOI: 10.15366/RIMCAFD2022.88.011 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte

Garapen Iraunkorreko Helburuak

Laburpena

The objective was to analyze the effect of different types of feedback on psychological and performance variables based on the athlete's perception of the coach's competence. 33 soccer players were randomly assigned to three experimental conditions (positive and negative feedback, and no feedback). Speed and precision of shots on goal, competence assessment, perceived competence, autonomous motivation and subjective vitality were measured. An α level of 0.05 was used for the analyzes. The positive feedback group exhibited higher levels of assessment of competence, perceived competence, autonomous motivation and well-being than those of negative feedback and absence of feedback, in subjects with a high perception of the coach's competence. This effect was not observed in those with low perception of the coach's competence. The player's perception of the coach's competence could be a factor in modulating the differences generated in terms of the type of feedback

Erreferentzia bibliografikoak

  • Allen, J.B. y Howe, B.L. (1998). Player ability, coach feedback, and female adolescent athletes’ perceived competence and satisfaction. Journal of Sport and Exercise Psychology 20(3): 280-299. https://doi.org/10.1123/jsep.20.3.280
  • Amorose A.J. y Nolan-Sellers W. (2016). Testing the moderating effect of the perceived importance of the coach on the relationship between perceived coaching feedback and athletes’ perceptions of competence. International Journal of Sports Science & Coaching 11(6): 789-798. https://doi.org/10.1177/1747954116676105.
  • Amorose, A.J. y Horn, T.S. (2000). Intrinsic motivation: Relationships with collegiate athletes’ gender, scholarship status, and perceptions of their coaches’ behavior. Journal of Sport and Exercise Psychology 22(1): 63-84. https://doi.org/10.1123/jsep.22.1.63
  • Amorose, A. y Smith, P. (2003). Feedback as a source of physical competence information: Effects of age, experience and type of feedback. Journal of Sport & Exercise Psychology 25(3): 341-359. https://doi.org/10.1123/jsep.25.3.341.
  • Ávila, L., Chiviacowsky, S., Wulf, G., et al. (2012). Positive social-comparative feedback enhances motor learning in children. Psychology of Sport and Exercise 13(6): 849-853. https://doi.org/10.1016/j.psychsport.2012.07.001
  • Badami, R., VaezMousavi, M., Namazizadeh, M., et al. (2012). Feedback after good versus poor trials: Differential effects on selfconfidence and activation. Research Quarterly for Exercise and Sport 83(2): 196-203. https://doi.org/10.1080/02701367.2012.10599850
  • Bathke, A.C., Friedrich, S., Pauly, M. et al. (2018). Testing mean differences among groups: multivariate and repeated measures analysis with minimal assumptions. Multivariate Behavioral Research 53(3): 348–359. https://doi.org/10.1080/00273171.2018.1446320
  • Barzouka, K., Sotiropoulos, K., y Kioumourtzoglou, E. (2015). The effect of feedback through an expert model observation on performance and learning the pass skill in volleyball and motivation. Journal of Physical Education and Sport 15(3): 407-416. DOI: 10.7752 / jpes.2015.03061.
  • Beedie, C.J., Lane, A.M. y Wilson, M.G. (2012). A Possible Role for Emotion and Emotion Regulation in Physiological Responses to False Performance Feedback in 10 Mile Laboratory Cycling. Applied Psychophysiology and Biofeedback 37(4): 269-277. https://doi.org/10.1007/s10484-012-9200-7
  • Black S.J. y Weiss M.R. (1992). The relationship among perceived coaching behaviors, perceptions of ability, and motivation in competitive age-group swimmers. Journal of Sport and Exercise Psychology 14(3): 309–325. https://doi.org/10.1123/jsep.14.3.309
  • Bostic, T.J., Rubio, D.M. y Hood, M. (2000). A validation of the subjective vitality scale using structural equation modeling. Social Indicators Research 52(3): 313-324. https://doi.org/10.1023/A:1007136110218
  • Brewer, B.W., Van Raalte, J.L., Linder, D.E. et al. (1991). Peak performance and the perils of retrospective introspection. Journal of Sport & Exercise Psychology 13(3): 227–238. https://doi.org/10.1123/jsep.13.3.227.
  • Carpentier, J. y Mageau, G.A. (2013). When Change-Oriented Feedback Enhances Motivation, Well-Being and Performance: A Look at AutonomySupportive Feedback in Sport. Psychology of Sport and Exercise 14(3): 423-435. https://doi.org/10.1016/j.psychsport.2013.01.003
  • Chiviacowsky, S (2014). Self-controlled practice: Autonomy protects perceptions of competence and enhances motor learning. Psychology of Sport and Exercise 15, 505–510. https://doi.org/10.1016/j.psychsport.2014.05.003
  • Chiviacowsky, S. y Wulf, G. (2005). Self-controlled feedback is effective if it is based on the learner’s performance. Research Quarterly for Exercise and Sport 76(1): 42–48. https://doi.org/10.1080/02701367.2005.10599260
  • Deci, E.L. (1972). Intrinsic motivation, extrinsic reinforcement, and inequity. Journal of Personality and Social Psychology 22(1): 113–120. https://doi.org/10.1037/h0032355
  • Deci, E.L., Koestner, R. y Ryan, R.M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin 125(6):627–668. https://doi.org/10.1037/0033-2909.125.6.627
  • Drost, D.K. y Todorovich, J.R. (2017). Perceived competence and skill development in physical education: the effect of teacher feedback. Journal of Sports Sciences 5, 291–304. https://doi.org/10.17265/2332- 7839/2017.06.001
  • Elliot, A.J., Faler, J., McGregor, H.A., et al. (2000). Competence valuation as a strategic intrinsic motivation process. Personality and Social Psychology Bulletin 26(7): 780-794. https://doi.org/10.1177/0146167200269004
  • Friedrich, S., Konietschke, F. y Pauly, M. (2019). Package MANORA.RM. Resampling-Based Analysis of Multivariate Data and Repeated. Retrieved from https://cran.rproject.org/web/packages/MANOVA.RM/MANOVA.RM.pdf.
  • García, J.A. Carcedo, R.J. y Castaño, J.L. (2019). The influence of feedback on competence, motivation, vitality, and performance in a throwing task. Research Quarterly for Exercise and Sport 90(2): 172-179. https://doi.org/10.1080/02701367.2019.1571677
  • García, J.A., Sánchez-Sánchez, J., Luis-Pereira, J.M. et al. (2016). The effects of induced variability in the performance on shot in soccer. International Journal of Sports Science & Coaching 11(5): 648-654. https://doi.org/10.1177/1747954116667101
  • Gómez-López, M.; Manzano-Sánchez, D.; Merino-Barrero, J.A. y ValeroValenzuela, A. (2020) Causes of Success in Handball through the Beliefs about Ability. Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte, 20 (77): 103-118 https://doi.org/10.15366/rimcafd2020.77.007
  • Greenleaf, C., Gould, D. y Dieffenbach, K. (2001). Factors influencing Olympic performance: interviews with Atlanta and Nagano US Olympians. Journal of Applied Sport Psychology 13(2): 154-184. https://doi.org/10.1080/104132001753149874
  • Gernigon, C. y Delloye, J.B. (2003). Self-efficacy, causal attribution, and track athletic performance following unexpected success or failure among elite sprinters. The Sport Psychologist 17: 55–76. https://doi.org/10.1123/tsp.17.1.55 Rev.int.med.cienc.act.fís.deporte - vol. 22 - número 88 - ISSN: 1577-0354 913
  • Hampson, R. y Jowett, S. (2014). Effects of coach leadership and coach–athlete relationship on collective efficacy. Scandinavian Journal of Medicine & Science in Sports 24: 454-460. https://doi.org/10.1111/j.1600- 0838.2012.01527.x
  • Hernández-Davo, H., Urbán, T., Sarabia, J.M. et al. (2014). Variable training: effects on velocity and accuracy in the tennis serve. Journal of Sports Sciences 32(14): 1383-1388. https://doi.org/10.1080/02640414.2014.891290.
  • Horn, T.S. (1985). Coaches' feedback and changes in children's perceptions of their physical competence. Journal of Educational Psychology 77(2): 174- 186. https://doi.org/10.1037/0022-0663.77.2.174
  • Horn T.S. (2008). Coaching effectiveness in the sport domain. In: Horn TS (ed.) Advances in sport psychology. Champaign, IL: Human Kinetics, 240–267.
  • Jowett, S. and Cockerill, I.M. (2003). Olympic medallists’ perspective of the athlete-coach relationship. Psychology of Sport and Exercise 4(4): 313-331. https://doi.org/10.1016/S1469-0292(02)00011-0
  • Koka, A. y Hein, V. (2005). The effect of perceived teacher feedback on intrinsic motivation in physical education. International Journal of Sport Psychology 36(2): 91-106. ISSN: 0047-0767(Print).
  • Konietschke, F., Bathke, A.C., Harrar, S.W. et al. (2015). Parametric and nonparametric bootstrap methods for general manova. Journal of Multivariate Analysis 140: 291–291. https://doi.org/10.1016/j.jmva.2015.05.001
  • Konietschke, F., Noguchi, K. y Rubarth, K. (2019). Package ‘nparcomp’: Multiple Comparisons and Simultaneous Confidence Intervals. R package version 3.0 Retrieved from https://cran.rroject.org/web/packages/nparcomp/nparcomp.pdf.
  • Krenn, B., Würth, S. y Hergovich, A. (2013). The Impact of Feedback on Goal Setting and Task Performance. Testing the Feedback Intervention Theory. Swiss Journal of Psychology 72(2): 79–89. https://doi.org/10.1024/1421- 0185/a000101
  • Le Foll, D., Rascle, O. y Higgins, N.C. (2008). Attributional feedback-induced changes in functional and dysfunctional attributions, expectations of success, hopefulness, and short-term persistence in a novel sport. Psychology of Sport and Exercise 9(2): 77-101. https://doi.org/10.1016/j.psychsport.2007.01.004
  • Lewthwaite, R. y Wulf, G. (2010). Social-comparative feedback affects motor skill learning. Quarterly Journal of Experimental Psychology 63(4): 738–749. https://doi.org/10.1080/17470210903111839
  • Lorimer, R. y Jowett, S. (2009). Empathic accuracy, meta-perspective, and satisfaction in the coach-athlete relationship. Journal of Applied Sport Psychology 21(2): 201–212. https://doi.org/10.1080/10413200902777289
  • McAuley, E., Duncan, T. y Tammen, V. (1989). Psychometric properties of the Intrinsic Motivation Inventory in a competitive sport setting: a confirmatory factor analysis. Research Quarterly for Exercise & Sport 60(1): 48-58. https://doi.org/10.1080/02701367.1989.10607413
  • Mouratidis, A., Lens, W. y Vansteenkiste, M. (2010). How you provide corrective feedback makes a difference: The motivating role of communicating in an autonomy-supporting way. Journal of Sport and Exercise Psychology 32(5): 619-637. https://doi.org/10.1123/jsep.32.5.619
  • Mouratidis, A., Vansteenkiste, M., Lens, W. et al. (2008). The motivating role of positive feedback in sport and physical education: evidence for a motivational model. Journal of Sport and Exercise Psychology 30(3): 240- 268. https://doi.org/10.1123/jsep.30.2.240
  • Myers, N.D., Chase, M.A., Beauchamp, M.R. et al (2010). Athletes’ Perceptions of Coaching Competency Scale II-High School Teams. Educational and Psychological Measurement 70(3): 477-494. https://doi.org/10.1177/0013164409344520
  • Nelson, L., Potrac,P. y Groom, R. (2014). Receiving video-based feedback in elite ice-hockey: a player's perspective. Sport, Education and Society 19(1): 19-40. https://doi.org/10.1080/13573322.2011.613925
  • Nicaise, V., Cogerino, G., Bois, J. et al. (2006). Students’ perceptions of teacher feedback and physical competence in physical education classes: Gender effects. Journal of Teaching in Physical Education 25(1): 36-57. https://doi.org/10.1123/jtpe.25.1.36
  • Noguchi, K., Gel, Y.R., Brunner, E. et al. (2012). Nparld: An R software package for the nonparametric analysis of longitudinal data in factorial experiments. Journal of Statistical Software 50(12). https://doi.org/10.18637/jss.v050.i12
  • Noguchi, K., Latif, M., Thangavelu, K. et al. (2012). Package ‘nparLD’: Nonparametric analysis of longitudinal data in factorial experiments. R package version 2.1. Retrieved from https://cran.rproject.org/web/packages/nparLD. https://doi.org/10.18637/jss.v050.i12
  • Núñez, J.L., Martín-Albo, J. y Navarro, J. (2007). Propiedades psicométricas de la versión española de la escala de motivación deportiva. Revista de Psicología del Deporte 16(2): 211-223. ISSN: 1132-239X.
  • Poczwardowski, A., Henschen, K. y Barott, J. (2002). The athlete and coach: their relationship and its meaning. Results of an interpretive study. International Journal of Sport Psychology 33(1): 116 -140. ISSN: 0047-0767.
  • Post, P., Aiken, C., Laughlin, D. y Fairbrother, J. (2016). Self-control over combined video feedback and modeling facilitates motor learning. Human Movement Science 47: 49-59. https://doi.org/10.1016/j.humov.2016.01.014
  • Pulido, J.J., Sánchez-Oliva, D., Sánchez-Miguel, P.A., Leo, F.M. y García-Calvo, T. (2016). Influence of Coaches Training on Athletes Motivation. Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte, 16 (64): 685-702. https://doi.org/10.15366/rimcafd2016.64.005
  • Rascle, O., Charrier, M., Higgins, N. et al (2019). Being one of us: Translating expertise into performance benefits following perceived failure. Psychology of Sport and Exercise 43: 105-113. https://doi.org/10.1016/j.psychsport.2019.01.010
  • Saemi, E., Porter, J., Ghotbi-Varzaneh, A. et al. (2012). Knowledge of results after relatively good trials enhances self-efficacy and motor Learning. Psychology of Sport and Exercise 13(4): 378-382. https://doi.org/10.1016/j.psychsport.2011.12.008
  • Sánchez, M.; Sánchez-Sánchez, J.; Carcedo, R.J.; García, J.A. (2020) Climate, Orientation and Fun in Under-12 Soccer Players. Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte, 20 (79) : 507-520. https://doi.org/10.15366/rimcafd2020.79.008
  • Sánchez-Sánchez, J., Sánchez, M., Hernández, D., et al. (2017). Fatigue in U12 soccer-7 players during repeated one day tournament games – A pilot study. Journal of Strength and Conditioning Research 33(11): 3092-3097. https://doi.org/10.1519/JSC.0000000000002141
  • Sandín, B., Chorot, P., Tostao, L. et al. (1999). Escalas PANAS de afecto cognitivo y negativo: validación factorial y convergencia transcultural, Psicothema 11(1): 37-51. ISSN: 0214-9915.
  • Sevil-Serrano, J., Aibar-Solana, A., Abós-Catalán, A., y García-González, L. (2016). Motivational climate of teaching physical education: Could it affect student grades?. Retos, (31), 98-102. https://doi.org/10.47197/retos.v0i31.46514
  • Smoll F.L. and Smith R.E. (1989). Leadership behavior in sport: a theoretical model and research paradigm. Journal of Applied Social Psychology 19: 1522–1551. https://doi.org/10.1111/j.1559-1816.1989.tb01462.x
  • Stein, J., Bloom, G.A. y Sabiston, C.M. (2012). Influence of perceived and preferred coach feedback on youth athletes’ perceptions of team motivational climate. Psychology of Sport and Exercise 13(4): 484-490. https://doi.org/10.1016/j.psychsport.2012.02.004
  • Tobin, S. y Raymundo, M. (2009). Persuasion by causal arguments: The motivating role of perceived causal expertise. Social Cognition 27(1): 105– 127. https://doi.org/10.1521/soco.2009.27.1.105
  • Torchiano, M. (2019). Package ‘effsize’: Efficient effect size computation. R package version 0.7.6. Retrieved from https://cran.rproject.org/web/packages/effsize/effsize.pdf.
  • Tzetzis G. y Votsis E. (2006). Three feedback methods in acquisition and retention of badminton skills. Perceptual and Motor Skills 102: 275-284. https://doi.org/10.2466/pms.102.1.275-284
  • Tzetzis G., Votsis E. y Kourtessis T. (2008). The effect of different corrective feedback methods on the outcome and self confidence of young athletes. Journal of Sports Science and Medicine 7(3): 371-378. PMID: 24149905
  • Van Den Tillaar, R. y Ettema, G. (2003). Instructions emphasizing velocity, accuracy, or both in performance and kinematics of overarm throwing by experienced team handball players. Perceptual and Motor Skills 97: 731- 742. https://doi.org/10.2466/pms.2003.97.3.731
  • Watson, D., Clark, L.A. y Tellegen, A. (1988a). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology 54(6): 1063-1070. https://doi.org/10.1037/0022-3514.54.6.1063
  • Weidinger, A.F., Spinath, B. y Steinmayr, R. (2016). Why does intrinsic motivation decline following negative feedback? The mediating role of ability selfconcept and its moderation by goal orientations. Learning and Individual Differences 47: 117–128. https://doi.org/10.1016/j.lindif.2016.01.003
  • Wulf, G., Chiviacowsky, S. y Cardozo, P. (2014). Additive benefits of autonomy support and enhanced expectancies for motor learning. Human Movement Science 37: 12–20. ttps://doi.org/10.1016/j.humov.2014.06.004
  • Wulf, G., Mc Connel, N., Gärtner, M. et al. (2002). Enhancing the Learning of Sport Skills Through External-Focus Feedback. Journal of Motor Behavior 34(2): 171–182. https://doi.org/10.1080/00222890209601939.