Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
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