PES6252 Chap.8 Coding What Follows a Mistake, and Going Computerised
Coding What Follows a Mistake, and Going Computerised
An instrument organised around the mistake
This system came out of sport psychology rather than physical education, and it organises coaching around a different event.
Where the practice environment instruments ask what the coach did, this one asks what the coach did in response to something, and it splits twelve behavioural categories into two classes on exactly that basis: eight reactive, responding to athlete behaviour, and four spontaneous, initiated by the coach.
The list was built by sitting through real training and real matches and sorting what coaches were seen to do, rather than from a theory, which is why two entries record something not happening.
Non reinforcement and ignoring mistakes are things coaches do, and the instrument was built by watching them do it.
Two pairs that coders merge, and must not
Five of the eight reactive categories hang off a single situation, the mistake, and that is where the coding errors live.
Punishment and punitive technical instruction both follow an error and both feel negative, and merging them loses the difference between a coach who needs to change his delivery and one who needs to change what he says, because only one of the two supplies the athlete with information. The opposite error is equally available: coding the punitive form as punishment alone discards the fact that usable information was given.
The second pair is non reinforcement and ignoring mistakes. Both are silences and they follow opposite situations, so an instrument that stores only silence cannot tell a coach which one he is doing too often.
What this chapter covers
- 01
Reactive against spontaneous behaviour, and why the split is the design
- 02
The three situations that generate the eight reactive categories
- 03
Punishment against punitive technical instruction, and what merging them costs
- 04
Non reinforcement against ignoring mistakes: two silences, opposite situations
- 05
Criterion accuracy and inter coder agreement as two different tests
- 06
Why this system moved the psychosocial effects of youth sport into view
Code the same correction three times
- 3Code the first act, and say why the delay is irrelevant.
- 3Code the second, and name the two opposite errors available.
- 3Code the third, then say what the three together tell a coach educator.
Key terms
- Reactive Behaviour
- A coach act that responds to something an athlete did, whether a good performance, a mistake or misbehaviour, covering eight of the twelve categories.
- Spontaneous Behaviour
- A coach act initiated without a triggering athlete behaviour, covering general instruction, general encouragement, organisation and communication unrelated to the task.
- Non-reinforcement
- The failure to respond to a good performance, coded as a behaviour in its own right rather than as an absence in the record.
Coding What Follows a Mistake, and Going Computerised FAQ
Why does an instrument have a category for doing nothing?
Because doing nothing after a specific situation is a coaching act with consequences. Non reinforcement follows a good performance and ignoring mistakes follows an error, and the two produce very different sessions: a coach who reinforces rarely and corrects often creates an environment in which the only attention available attaches to error.
The categories exist because the instrument was built from content analyses of real coaching rather than from a theory of what coaches ought to do, and real coaches do both often enough to need names.
What did computerisation actually improve?
Mainly the recovery of sequence, not speed. A paper tally records totals and discards the order at the moment it is written, so a count of praise says nothing about what each one followed. Time stamping against video keeps it.
Three further gains follow: secondary descriptors can ride on the same event, footage can be re coded so reliability testing becomes cheap enough to actually do, and profiles can reach the coach the same day, which is what turns description into a coaching intervention.
Assessment move
Take any five minutes of match footage and code only the reactive class, writing the triggering situation in a column beside each code. Doing the situation first is what makes the eight categories easy, and the habit transfers directly to the discussion section, where the situation is what makes a count interpretable.
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