Descriptive Analysis of Coach Augmented Feedback Given to High School Varsity Female Volleyball Players

in Journal of Teaching in Physical Education
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  • 1 Coastal Carolina College
  • 2 University of North Carolina, Greensboro
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This study examined the nature and amount of feedback that more successful and less successful high school varsity volleyball coaches gave to their starting and nonstarting volleyball players. Two of the four coaches studied were considered more successful and two were considered less successful, based on previous regular season win-loss percentages. Players of all the coaches (N=41) were also used as subjects and identified as having either a starting or nonstarting role on the team. All subjects were observed on three occasions for 30 minutes per observation during regular season practice. The Cole Descriptive Analysis System (Cole-DAS) was used to observe coach augmented feedback as it was given to individual players in response to skilled performance. A 2 × 2 multivariate analysis of variance was used to describe the effects of (a) success of the coach, (b) role of the player, and (c) both success of the coach and role of the player on the dependent variables of coach augmented feedback. Results indicated that successful coaches varied considerably from less successful coaches in the types of feedback given to their players. Starting players were also found to receive significantly more audio, audiovisual, and immediate terminal feedback than nonstarting players.

Request reprints from Thomas J. Martinek, School of Health, Physical Education, Recreation and Dance, University of North Carolina at Greensboro, Greensboro, NC 27412-5001.

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