This article provides an overview of the application of systematic supervisory strategies in an undergraduate teacher preparation program. Furthermore, the results are reported for a series of intervention studies. These studies were conducted to determine the impact of using systematic supervisory feedback on teacher behaviors and interaction patterns of preservice physical education teachers. Also included are the findings of the effects of such feedback on the trainees’ attitudes toward teaching, the degree to which they exhibited behaviors indicative of effective teaching, and their awareness of their own teaching behavior.
Victor H. Mancini, Deborah A. Wuest and Hans van der Mars
Gretchen L. Devlin, Victor H. Mancini and Patricia A. Frye
Hans van der Mars, Victor H. Mancini and Patricia A. Frye
Victor H. Mancini, Elizabeth K. Clark and Deborah A. Wuest
Both the short- and long-term effects of systematic supervisory feedback (SSF) using CAFIAS on the behaviors of a field hockey coach and her team were examined. The investigation was divided into four phases. During Phase I the coach was videotaped five times to provide baseline data. In Phase II the coach was videotaped nine times and was provided with SSF. At the conclusion of the intervention, five practices were videotaped for Phase III. One year later, in Phase IV, the coach was again videotaped for five practices. Descriptive statistics were calculated and comparisons were made between the behaviors exhibited in Phases I and III as well as Phases III and IV. Praise and information increased, and directions and criticism decreased from Phases I and III. These changes were evident 1 year later. This investigation demonstrates that even the behaviors of an experienced coach can be altered using SSF and that these changes can be sustained over time.
A. Craig Fisher, Victor H. Mancini, Ronald L. Hirsch, Thomas J. Proulx and Ellen J. Staurowsky
Coaches and athletes from high school basketball teams (N = 50) served as subjects for three research investigations dealing with the relationship between coach-athlete interaction patterns and team climates, and coach-athlete perceptions of team climates. Basketball practices were videotaped and the interaction patterns were coded by Cheffers' Adaptation of Flanders' Interaction Analysis System (CAFIAS). Team climates were assessed by the Group Environment Scale (GES), an inventory designed to characterize and assess the psychosocial qualities of diverse environments. The quantity, quality, and sequence of coach-athlete interactions revealed a clear demarcation between satisfied and less satisfied team climates. Coaches perceived their team climates as more ideal and less in need of change than did athletes. Coach-athlete behavioral analysis and various aspects of teams' psychosocial environments pointed to the directions where changes might be implemented.