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We evaluated several behavioral coaching procedures for improving offensive line pass-blocking skills with 5 high school varsity football players. Pass blocking was measured during practice drills and games, and our intervention included descriptive feedback with and without video feedback and teaching with acoustical guidance (TAG). Intervention components and pass blocking were evaluated in a multiple baseline design, which showed that video feedback and TAG were the most effective procedures. For all players, improved pass blocking matched a standard derived by observing more experienced linemen and was evident in games. Additional intervention was required to maintain pass-blocking proficiency. Issues pertinent to behavioral coaching and sport psychology research are discussed.

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Student discipline problems are common in public schools; they interfere with instruction, create an unsafe learning environment, and demand increased attention from staff. Effective schoolwide discipline practices have been designed, but in most cases, intervention efficacy has been evaluated in the short term. This report describes a longitudinal (4-year) evaluation of a behavior support program implemented with the entire student population in a public middle school. The number of student detentions issued for disruptive—antisocial behaviors, vandalism, and substance use decreased progressively during each academic year. In addition, student attendance increased each year, as well as the proportion of students earning positive reinforcement. Although it represents a nonexperimental analysis, this evaluation documents protracted effects from a schoolwide behavioral intervention and suggests that long-term maintenance from such intervention can be achieved.

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