Coaches want players to play with a high level of skill.  In order for this to happen, coaches and players must communicate successfully.  To ensure that communication between players and coaches is effective, follow the ensuing suggestions.

Tell players what to do – not what not to do.  In an experiment, I told my players to sit down, they did.  I then instructed them to stand up, they did.  I then told them not to stand up.  Some sat down, some paused and then sat down and others waited for further instruction.  Telling players what not to do can lead to confusion, hesitation and misinterpretation of directives.

Give specific rather than general feedback.  Saying “good job” has benefit in that it demonstrates acknowledgment of the player, so some amount of general feedback is probably valuable.  However, a majority of feedback should be specific because it offers more meaningful direction and reinforcement.  Saying “Jimmy/Jenny your footwork was excellent” is more likely to bring about a continuation of that specific behavior, when compared to general feedback.

Give feedback about the performance not the player.  Feedback is more effective if it is given regarding player’s skill performance, instead of his/her character or pride.  Labeling someone a slacker usually isn’t constructive to bring about greater levels of effort or skill.  However, telling someone they need to pick up the appropriate cues and recognize defensive schemes quicker is.

Be concise with all feedback.  It is important that coaches and players use the same terms and definitions for those terms.  For example, players must be educated to know exactly what a term like ‘focus’ means in all situations.

Provide players with frequent and timely (immediately after the mistake) technical instruction and explain why.  Players who receive frequent and timely (immediately after the mistake) technical instruction have reported the greatest desires to continue to give effort.  Explaining the ‘why’ of your instruction, changes the “s/he’s singling me out and picking on me” perceptions into a non-judgmental message that you’re trying to help.

Coaches also want players to be highly motivated thereby positively affecting effort and competitiveness.  To motivate your players more effectively implement the following suggestions.

First, create an environment within which each player has the opportunity to feel competent. Research and experience demonstrates that players who perceive themselves as highly competent, play with the greatest amount of effort and enjoyment.  Positive skill feedback given to players who demonstrate their competence, by correct decision making or high level efforts, positively affects levels of enjoyment and motivation.

In addition, when speaking about giving feedback to increase perceptions of competence, quality of feedback is more important than quantity.  Quality means that feedback must be appropriate and meaningful.  Feedback given regarding unimportant tasks (“Dave/Denise you warmed up well in the pre-game”) will not affect perceived competence or motivation.

Secondly, create an environment within which each player feels a sense of control and ownership.  Research and experience show that players who feel a sense of control possess the highest levels of motivation.  The ability to participate in the decision making on some level (team rules, travel protocols, practice regimens) enhances motivation.
 

Practical Suggestions Regarding How to Apply Coaching Research to Real Life

During practices:

Give each player a minimum of one non-judgmental specific corrective feedback along with the rational.

Give each player a minimum of one timely positive skill feedback.

Incorporate players into the planning and/or implementation of the practice.  This input opportunity gives players a feeling of ownership and the responsibility to see the plans through.  For example, if there are two similar drills that you’re thinking about doing, let the players have the option to choose.

During games:

Provide a non-judgmental specific skill instruction and the rational after players make a mistake and come off the field/ice/court.

Give positive feedback regarding high level efforts or correct decision-making.

Ask the players during breaks if they have any input that they want to add.  It doesn’t mean you have to use it.

Coaches must acknowledge the fact that they can not disconnect athletes’ heads from their bodies.  Your neck up communication always affects their neck down performance.  It is important that coaches understand that their words, gestures and expressions meaningfully affect each athlete’s belief system and performance.  Good luck!