Coach Variables Effect on Motivation and Performance

Coach Variables Effect on Motivation and PerformanceAn Experimental playing argona of the Independent and Interactive Effects of Coach Variables on the motivation and consummateance of rugby ForwardsINTRODUCTIONRugby is a hugely popular international sport (UKRFU1, 2006 USARFU2, 2006). Two teams of 13 players to each one, play the sport by kicking, passing, or carrying a ball. In order to win a team must tick more points than its opponent. Points can be achieved by a try (5 points) or a goal (3 points). The former entails touching the ball to the ground beyond a line in the opponents half (more points can be earned by performing a place kick or drop kick conversion). A goal involves kicking the ball over the opponents cross bar (in the form of a penalty kick or drop kick).It is essential that the players are motivated. look into has shown that player motivation is partly dependent on take variables (Tammen, 1997 Allen Howe, 1998 Cumming, 2002 Reinboth et al, 2004). In partic ular player aggressiveness, an important aspect of rugby, is influenced by manager input (Abd-Aziz, 1998 Guivernau-Rojas, 2001). real civilisees are better able to drive their players to victory than other coaches, for example by providing better feedback, frequent praise and encouragement, tactical advise, and corrective information.How players perceive their coach is critical (Mavi, 2004). cordial psychological on literature (Norman, 1976 Lui Standing, 1989 Aronson, 1995 Eagly Chaiken, 1993 Pornpitakpan, 2004) suggests that characteristics such as credibleness, likeability, and trustworthiness, may significantly determine a coaches motivational effectiveness. For example, a likeable coach may be more effective at encouraging his forwards (tight-five/front five and loose forwards) to achieve successful trys and goals. A review of the relevant literature (e.g. PsychINFO, Academic Search Premier), revealed a paucity of rugby research in this area.AIMS/HYPOTHESESThe study propo sed here aims to assess the effects of coach variables credibility, likeability, and trustworthiness on the performance of rugby players, particularly the tight-five/front-five and loose forwards. Consistent with previous research on communicator variables (e.g. Pornpitakpan, 2004), the avocation hypotheses are proposed with respect to player/team performanceA credible depart achieve more trys/goals than a non-credible coach.A trustworthy coach leave achieve more trys/goals than an untrustworthy coach.A likeable coach go out achieve more trys/goals than a disliked coach.Interactions (two-way and three-way) between these coach characteristics will influence the achievement of trys/goals.METHODOLOGYSettingThe study will be set up as a field experiment. The setting will be the premises of several local rugby clubs.DesignThe study will be establish on a between-groups experimental design. There will be three independent variables coach expertise (high/low/placebo/no treatment co ntrol), likeability (high/low), and trustworthiness (high/low). This will translate into a 4 x 2 x 2 between groups factorial design, using multivariate analysis of covariance (Coolican, 1994). Thus, in effect, there will be 16 experimental conditions. The dependent variables will consist of players reported motivation (after a match) and the number of successful trys and goals during a match. Attempts will be do to control for important background variables, including player experience, weight, height, and, baseline motivational levels, and score history.SampleThe sample will comprise several polar teams of rugby players, recruited from schools, universities, and clubs in the local area. The target (i.e. minimum) sample size is 160 players, with at least 10 players per factorial cell.Stimulus MaterialsPrior arrangements would have been made with team officials to supercede the original team coaches with a laughingstock coach. Players will be informed that a new coach will temp orarily substitute their regular coach, who is unable to attend due to a prior family engagement. Two or three stooge coaches will be used, one for each team. manipulation of independent variables will occur as follows(Expertise) players will be informed by the researcher that their new coach is an ex-rugby player with either 10 geezerhood coaching experience or a newly qualified coach with (Likeability) Each stooge coach will act in either a friendly fashion (e.g. smiling, encouraging players), or an unfriendly manner (frowning, denigrating players).(Trustworthiness) Players will be informed either that the stooge coach is getting paid a substantial amount of cash for this one-off job, or is working for free (Aronson, 1995, pp.80-81).(Placebo) Players will receive irrelevant information about the stooge coach (e.g. where they stand and marital status), who will act in neutral fashion (i.e. neither friendly or unfriendly).(Control) No information will be provided about the stoog e coach, who will try to act in a neutral fashion.A self-report questionnaire will be used to collect baseline data from players on the following perceived expertise, trustworthiness, and likeability of the stooge coach, and background variables including prior rugby experience, weight, height and score history. This questionnaire will overly be used to assess current (i.e. pre-treatment) motivational levels and perform manipulation checks for each coach variable (i.e. expertise, likeability, trustworthiness).The study will be carried out during a series of rugby matches played in the local area. A Game Day Check List (USARFU, 2006) will be used to work out the most appropriate time to brief players. Prior to each match each participating rugby team will be randomly assigned to one experimental condition. Particular attention will be paid to the forwards or pack (i.e. players 1-8). Players will be asked to complete the baseline questionnaire, as part of a general survey on the pen and interests of rugby players in the UK. They will also be informed about the use of a substitute coach, and given the appropriate background information regarding expertise and trustworthiness. After each match players will complete the baseline questionnaire, and then be debriefed.Data will be analysed using a multivariate analysis of covariance (MANCOVA), performed on SPSS (Field, 2002). Background variables will be treated as the covariates (i.e. control variables).A local Ethics Committee will review this project. It will align to ethical guidelines of the British Psychological Society (BPS, 1993). Thus, the study will not involve every unnecessary deception, invasion of privacy, pain, injury, or discomfort, or violation of any legal requirements. Furthermore, all information collected from subjects will be strictly confidential.TIME SCALEThe study will be conducted over a 12 month period.Month 1 Pilot studyMonth 2 to 3 Administration of Stimulus Materials Data CollectionMo nth 4 to 5 SPSS Data Entry, Editing, and Analysis (MANCOVA)Month 6 to 8 Write UpMonth 9 + Dissemination of FindingsDISSEMINATION OF FINDINGSFindings will be disseminated through throng presentations and Journal publications. It is planned that a paper will be presented at the 12th European Congress of Sports Psychology (4-7 September, 2007, Halkidiki, Greece). A paper will also be submitted to the Journal of Applied Sports Psychology or British Journal of Sports Medicine or International Journal of Sports Psychology, all of which are particular recyclable outlets for targeting academic audiences.REFERENCESAbd-Aziz, S.B. (1998) Aggressive tendencies in Malaysian youth soccer anexamination of individual and contextual factors. talk AbstractsInternational Section A- liberal arts and Social Sciences. 59 (5-B), 2480.Allen, J. Howe, B.L. (1998) Player ability, coach feedback, and female adolescent athletic supporters perceived competence and satisfaction. Journal of Sport ExercisePs ychology 20, pp.280-299.Aronson, E. (1995) The Social Animal. New York Freeman.BPS (1993) enactment of Conduct, Ethical Principles and Guidelines. Leicester BritishPsychological Society.Coolican, H. (1994) Research Methods and Statistics in Psychology. London Hodder Stoughton.Cumming, S.P. (2002) A bio-psychosocial investigation of self-determinedmotivation in recreational and travel youth soccer programs. DissertationAbstracts International Section A- Humanities and Social Sciences. 63 (5-A), 1765.Eagly, A.H. Chaiken, S. (1993) The Psychology of Attitudes. Fort Worth, TXHarcourt Brace Jovanovich.Field, A. (2002) Discovering Statistics using SPSS for Windows. London Sage.Guivernau-Rojas, M. (2001) The impact of motivational and moral variables onaggressive tendencies in sport. Dissertation Abstracts International SectionA- Humanities and Social Sciences. 62 (6-B), 2990.Lane, A.M., Rodger, J.S.E. Karageorghis, C.L. (1997) Antecedents of state anxietyin rugby. Perceptual and Motor Skills. 84, pp.427-433.Lui, L. Standing, L.G. (1989) Communicator credibility trustworthiness defeatsexpertness. Social Behaviour Personality. 17, pp. 219-221.Mavi, H.F. (2004) The relationship among dispositional, contextual variables, andintrinsic motivation in high school teams sports. Dissertation AbstractsInternational Section A- Humanities and Social Sciences. 65 (3-A), 876.Norman, R. (1976) When what is said is important a comparison of expert andattractive sources. Journal of Experimental Social Psychology. 12, pp.294-300.Pornpitakpan, C. (2004) The persuasiveness of source credibility a critical review offive decades evidence. Journal of Applied Social Psychology. 34, pp.243-281.UK Rugby Football coalition (2006) Play online RFU Official Site,http//www.community-rugby.com/communityrugby/index.cfm/Fuseaction/Home.Home/StoryTypeId/98/SectionId/575.cfm Accessed 31 July 2006USA Rugby Football Union (2006) USA Rugby online Rugby Channel,http//www.usarugby.org/collegiate/manag e/gameDayChecklist.htmlAccessed 1 August 2006.Tammen, V.V. (1997) Coach and athlete goal orientations congruence of orientationsand affects on athlete satisfaction and commitment. Dissertation AbstractsInternational Section A- Humanities and Social Sciences. 57 (11-A), 4687.Footnotes1 UK Rugby Football Union2 USA Rugby Football Union