Coach expectations and differential feedback: perceptual flexibility revisited

• Published in: Journal of sport behavior 1998-09, Vol.21 (3), p.298
• Main Authors: Solomon, Gloria B, Golden, Alfred J., Jr, Ciapponi, Traci M, Martin, Antoinette D
• Format: Article
• Language: English
• Subjects: Athletes; Coaches & managers; High school basketball
• ISSN: 0162-7341; 2641-3477

Previous sport research on expectancy theory examined coach expectations of athlete ability. Recently, Solomon and Kosmitzki (1996) introduced the concept of improvement as a criterion that informs coaches' expectations. The purpose of the present study was to examine if coaches' perceptions of athlete's ability and improvement potential were flexible or stable and if these expectations predicted feedback. The Arizona State University Observational Instrument (Lacy & Darst, 1984) was utilized to assess coach feedback. The sample consisted of four boys' AA high school basketball teams. Coaches hierarchically rank ordered athletes on ability and improvement potential. Results indicated that coaches maintained flexible perceptions of athletes' improvement over time, but expectations regarding ability remained stable. Although minimal relationships were discovered between athlete expectancy (improvement and ability) and coach feedback, athletes perceived as low in improvement potential received more management feedback while those deemed high in potential improved received more instruction. In sum, the results pertaining to perceptual flexibility and stability mirrored those of Solomon and Kosmitzki (1996), but the links between expectations and feedback were ambiguous and warrant further exploration so that practical application may be developed to assist coaches.