Transcript Slides for Test 2

Slides for Test 2
Listening
• Recognize the need to listen
• Concentrate on listening
– Undivided attention to what is being said
• Search for the meaning of the message rather
than the details
• Avoid interrupting
• Respect the rights of the speaker
• Avoid responding with emotion
– Think about the motivation for the message
– Respond constructively
Active Listening
• Involves interacting
– Proof that you understand
• Work to find out the meaning of what is being said
• Brings together many concepts: empathy, the
dimensions of communication, etc.
• Keys
– Convey that you accept feelings
– You want to understand and help
• Lets individuals know that their ideas and feelings
are respected and understood
– More willing to listen to you in return
Non-Verbal Communication
• Key component in the
communication process
• The more in tune you
become with non-verbal
cues the better you will
become at expressing your
feelings and attitudes nonverbally
– Will help you
understand athletes’
feelings and attitudes
– Observe non-verbal
feedback
Five categories of non-verbal
communication
• Body motion
• Physical
characteristics/appearance
• Physical contact
• Voice characteristics
• Body position
The Coach as a Model for Communication
• Every action is a form of non-verbal communication
• Communicate respect
• The coach’s actions can teach more than just the
skills and rules of the sport
• Actions speak louder than words
Principles of Reinforcement
• Behavior modification
– Systematic use of the principles of reinforcement
– Reinforcement vs. punishment
• Reinforcement
– Positive (giving something good)
– Negative (removing something undesirable)
• Punishment
– Consequence decreases the likelihood of a
behavior being repeated
Reinforcement Keys
• People do not respond to positive and
negative reinforcements in the same way
• Reinforcements are relative, not absolute
• Need to be consistent and systematic
Rewards
• Decide what behaviors
need to be rewarded
• Distinguish planned
rewards from accidental
reinforcements
• Understand: frequency,
timing and type
• Reward
– Performance, not
outcome
– Effort, not success
– Steps to achieving a
larger goal
– Learning & performance
of emotional and social
skills
Learning new skills
• Reward frequently
• Reward as soon as possible after correct
behavior
Skills are learned
• Reward occasionally (variable reinforcement)
• Reward only after praise is earned – perfect
performance
Shaping Behavior
• Break skills into small steps
• Develop one component of a skill at a time
• Always put the current level of performance on a
variable schedule of reinforcement before moving on
to higher performance levels
• When teaching a new skill or combining skills into a
complex movement relax standards for achieving
rewards
• If one shaping procedure is not working try another
– Insanity is repeating the same tactic and expecting
different results
Motivation
• Why you do what you do
• Young athletes
– Have fun
– Build self-worth
• To increase motivation
– Success as a consequence of ability  inspires
repeated behavior
– Low amount of self-doubt and anxiety