Reference no: EM133723435

Assignment: CBAS Analysis of Volleyball Coaching Session Essay

Project: Social Reinforcement Field Observation

For this Project, you will: (i) observe instruction of a group physical activity and coding instructor behavior using the Coaching Behavior Assessment System (CBAS; Smith, Smoll, & Hunt 1977); (ii) describe and evaluate the instructor's behavior; and (iii) integrate and apply your knowledge of sport and exercise psychology to a practical setting. This project consists of an observation/coding session, a typed evaluation paper, and quiz. Project 2 should be submitted as a pdf file via Canvas by the designated due date and Project 2 Quiz should be completed by the designated due date using lockdown browser.

Instructions: Field Observation/Coding Session

I. Select a physical activity instructor (physical activity teacher, coach, fitness leader, or athletic trainer) to observe in a group setting (the instructor should be working with four or more individuals during your observation period). During this session you'll code his or her behavior for at least 25 minutes. If you are unable to view an instructor or coach in-person, then observing a practice video can be arranged (see project module or speak with me).

II. Become very familiar with the CBAS before attending your observation session (i.e., use the textbook, syllabus, and online module to prepare). You may need to review Project 1, rereading the Smith, Smoll, and Curtis (1979) article on coaching effectiveness. At the session, review the categories before you attempt to code behavior. Try to get a feel for the behaviors before you begin your coding. Position yourself so you can SEE and HEAR the instructor.

III. Use the CBAS coding sheet that is provided to record the instructor's behavior toward the individuals with whom she or he is working. For each behavior, place a mark next to the appropriate category.

IV. After you have completed your observation session, tally the totals in each of the categories. Record each category total and also the grand total. Use these totals to determine the percentages for each behavioral category. Include your recording sheet with your paper.

Instructions: Writing the Summary Evaluation Paper

The paper should adhere to the guidelines provided in the Publication Manual of the American Psychological Association (APA, 2020). That is, your product should be typed using Times Roman 12-point font, double-spaced, with 1-inch margins. Each source should be cited within the text according to the APA format guidelines. For example, the following statement could be made within the paper: "Coaches should primarily use a positive approach to motivation to avoid the potential drawbacks of regularly using punishment (Weinberg & Gould, 2019)". Likewise, each source should be referenced at the end of the paper according to the APA guidelines (see reference list at the end of this section as an example).

The paper should include the CBAS data sheet and 2-3 typed pages summarizing your observations (e.g., numbers for each behavior, total numbers, percentages, ratios, and specific comments or feedback made). Based on your observation and what you have learned about reinforcement principles, include the following sections in your paper:

I. An introductory paragraph describing the situation, activity, age group, skill or ability level, and any other circumstances pertinent to the instructional environment you observed. Your second paragraph should introduce what the CBAS is (include citation) and its components.

II. Several paragraphs discussing the types (reinforcement, etc.) and frequencies of responses (i.e., ratios, percentages, and total number) given by the instructor/coach regarding the participants' behaviors or actions. You should also include 1-2 quotes of what the coach said. Use your discretion in organizing this portion of the discussion, but it should be clear and based on the data obtained (i.e., I should know what the instructor/coach was like without viewing the coding sheet; therefore, include the number of times each behavior was observed, percentage, and example in addition to ratios). In your discussion of the results, you should also consider these questions:

i. What were the most frequent behaviors? Why?
ii. What were the least frequent behaviors? Why?
iii. Based on the CBAS, was this instructor effective?

III. Provide your thoughts about the overall effectiveness of the instruction based on past experiences and on past research. Discuss recommendations regarding the instructor's reinforcement behaviors. Given your sport and exercise psychology knowledge and professional experience, what would you tell this instructor about his or her feedback style?

IV. A summary paragraph that ties the whole paper together.

V. Correctly cite any statements made throughout the paper using APA format (see examples provided below and also in the Publication Manual of the APA 7th Edition, 2020).

Explanation of the Behavioral Categories used on the CBAS

Make sure to become familiar with each category prior to initiating your observation. Thus, be able to recognize the behavior and immediately code it correctly. If you deliberate too long, you may lose track of other behaviors. The twelve categories are broken up into two classes: (i) reactive behaviors (items 1 to 8) and (ii) spontaneous behaviors (items 9 to 12). A reactive behavior is a response to a specific behavior. There are eight reactive behaviors:

I. Reinforcement: A rewarding reaction (verbal or nonverbal) to a good play or high-quality effort such as saying "good job" or "way to go".

II. Non-reinforcement: Failure to respond to a good performance.

III. Mistake-contingent encouragement: Encouragement given to an athlete following a mistake.

IV. Mistake-contingent technical instruction: Instruction or demonstration to an athlete on how to correct a mistake he/she has made.

V. Punishment: A negative reaction (verbal or nonverbal) following a mistake such as saying "what the ... was that?"

VI. Punitive technical instruction: Technical instruction following a mistake given in a punitive or hostile manner.

VII. Ignoring mistakes: Failure to respond to an athlete's mistake. Not responding to an athlete's mistake can be just a harmful as punishment.

VIII. Keeping control: Reactions intended to restore or maintain order among team members. Coaches should be able to keep control in a positive manner.

The last four categories are spontaneous behaviors. A spontaneous behavior is initiated by the coach and is not a response to a discernible preceding event.

IX. General technical instruction: Spontaneous instruction in the techniques and strategies of the sport (not following a mistake).

X. General encouragement: Spontaneous encouragement that does not follow a mistake.

XI. Organization: Administrative behavior that sets the stage for play by assigning duties or responsibilities.

XII. General communication: Interactions with athletes unrelated to the game.