Behavioral coaching techniques consisting of instructions, a self-monitoring checklist, and coach feedback were examined at freestyle practice sessions with three female prenovice figure skaters. These techniques were compared to normal coaching procedures for their effects on the frequency of jumps and spins performed, the number of times a skater practiced a routine to music, and the amount of time spent engaging in off-task behaviors during 45-min free-skating sessions. Within a reversal-replication design, the behavioral coaching techniques produced considerable improvement on all dependent measures. Social validation measures indicated that the procedures improved quality of skating and were rated positively by the coach and by two of the three skaters.
This study determined whether music could be used as a reinforcer for increasing productive and decreasing nonproductive behavior of 6 competitive swimmers during the dry-land portion of practice session. The swimmers were randomly assigned to either the contingent reinforcement group, who received music for productive behavior, or the noncontingent group, who received music regardless of their training productivity. An ABAB design showed that a large and immediate increase in productive practice behavior and decrease in nonproductive practice behavior occurred during the contingent phase compared to the baseline phase. Subjects rated the musical reinforcement favorably and elected to have the procedure continued.
35 athletes, their coaches, and medical professionals independently assessed the disruption, seriousness, and short-term effects of the athletes' athletic injuries. Athletes underestimated the disruption and short-term effects of the injury when compared to medical professionals. 25 lower level athletes and those with no previous serious athletic injury overestimated the short-term effects of their injuries. Coaches overestimated the disrupting effects of the injury for 10 higher level athletes and 25 athletes with no previous injury.
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