Xerox University Microfilms 300 North ZMb Road Ann Arbor. M ichigan INFORMATION TO USERS

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I I 75-11,396 MERTLER, Carol Sue, 1937- THE USE OF BEHAVIOR MODIFICATION TECHNIQUES IN A SPORT ENVIRONMENT. The Ohio State University, Ph.D., 1974 Education, physical Xerox University Microfilms t Ann Arbor, Michigan 48106 1975 CAROL SU E MERTLER ALL RIGHTS RESERVED THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED.

THE USE OF BEHAVIOR MODIFICATION TECHNIQUES IN A SPORT ENVIRONMENT DISSERTATION P re se n te d in P a r t i a l F u lf illm e n t o f th e R equirem ents f o r th e D egree o f D octor o f P h ilo so p h y in th e G raduate S ch o o l o f The Ohio S ta te U n iv e rs ity V? C a ro l Sue M e r tle r, B.S., M.S. -»#**-* The Ohio S ta te U n iv e rs ity 197U Reading C o m it tea : A pproved by Dr. Daryl Slad ento p Dr. Barbara N elson Dr. C harles Mand D epartm ent o f s o r s i c a l E d u catio n

ACKNOWLEDGMENTS I would l i k e to acknow ledge th e a id o f many p eople who d i r e c t l y o r i n d i r e c t l y c o n trib u te d t o th e com p letio n o f t h i s s tu d y, deep a p p re c ia tio n to my a d v is e r, D r. D a iy l S ie d e n to p, f o r h is g u id an ce and a s s is ta n c e from t h i s stu c ty 's in c e p tio n to i t s c o n c lu s io n. Not o n ly h as he been i n in f lu e n c e in Tiy p r o f e s s io n a l l i f e w ith h ie r e f r e s h in g view s and c o n c e p ts, b u t he h as w i l lin g l y and f r e e l y g iv en o f h i s tim e to f u l f i l l h i s r o le a s an a d v is e r, ify' g r a titu d e goes t o a l l o f ny f r ie n d s and s tu d e n ts who, becau se o f t h e i r f a i t h and i n t e r e s t, have c o n tin u e d to make in q u iry a s to w h e th e r t h i s stucjy would become a r e a l i t y. The e x p e c ta tio n th e y v o ic e d h as been one o f th e m o tiv a tin g fo rc e s f o r se e in g t h i s ta s k to th e en d, toy f i n a l acknow ledgm ent goes t o two p e rso n s o u ts id e o f th e p ro f e s s i o n b u t v e ry much a p a r t o f me - ny p a re n ts, Mr, and M rs. C h arles S. M e r tle r, S r. I thank Mora f o r h e r lo v e and c o n c e rn and Dad f o r h is a s s i s t a n c e and encouragem ent th ro u g h o u t t h i s s tu d y. I f t h i s stu d y r e q u ir e d a d e d ic a tio n, i t w ould t r u l y be to ny f a t h e r f o r h is f a i t h and b e l i e f in f u r th e r in g o n e 's e d u c a tio n. ii i

VITA June 7, 193? Born - M ansfield, Ohio 1 9 9. B.S. in E d u c., K ent S t a te U n iv e rs ity, K ent, Ohio 1959-1961.... P h y s ic a l E d u catio n te a c h e r, G a l lip o l is C ity S c h o o ls, G a l lip o l is, Ohio 1961-1962.. G raduate A s s i s t a n t, U n iv e rs ity o f Oregon, E ugene, Oregon 1962 *.... M.S., U n iv e rs ity o f Oregon, Eugene, Oregon 1962-1966.... I n s t r u c t o r, Muskingum C o lle g e, New C oncord, Ohio 1966-197h.... A s s is ta n t P r o fe s s o r, A s s o c ia te P ro fe s s o r, A shland C o lle g e, A sh land, Ohio PUBLICATIONS "The r e l a t i v e E ffe c tiv e n e s s o f S ta r tin g D is ta n c e s on th e A b i l ity o f E lem en tary A rc h e rs." U npublished t h e s i s, U n iv e rs ity o f O regon, 1962. FIELDS OF STUDY M ajor F ie ld x P h y s ic a l E d u catio n S tu d ie s in M otor L e a rn in g. P ro fe s s o r D ary l S ie d e n to p S tu d ie s in A p p lied B ehavior A n a ly s is. P ro fe s s o r D ary l S ie d e n to p S tu d ie s in Women's I n t e r c o l l e g i a t e A t h l e t i c s. M a rg are t Mardy P ro fe s s o r l i i k

TABLE OF CONTENTS ACKNOWLEDGMENTS... V I T A... LIST OF T A B L E S...*... Page i i i l l v C h apter I. INTRODUCTION... 1 P urpose o f Stutjy I I. REVIEW OF ITERATURE... 12 R esearch R e la te d t o A p p lied B e h av io r A n a ly sis in E d u catio n R e se arch R e la te d to A pplied B eh av io r A n aly sis in S p o rt and P h y s ic a l E d u catio n I I I. PROCEDURES... 26 D e f in itio n s S u b je c ts S p o rt E nvironm ent The O b serv ers B eh av io r D e f in itio n s and O b serv a tio n P ro ced u res E s ta b lis h in g R e l i a b i l i t y E x p e rim e n ta l P rocedure E x p erim e n tal A n a ly sis IV. R E S U L T S... 52 D ata P r e s e n ta tio n D isc u ssio n o f D ata V. SUMMARY, CONCLUSIONS, AND RHCOvIMENDATIONS... 03 Sunsnary C o n clu sio n s Recommendations REFERENCES... 90 iv \

LIST OF TABLES T ab le Pago 1. P er C ent o f Agreem ent on R e l i a b i l i t y Checks on C o ach 's B e h a v i o r s... 52 2. P e r C ent o f Agreem ent on R e l i a b i l i t y Checks on P a r t i c i p a n t s ' B e h a v i o r s... 53 3. E v en ts P er M inute o f Coach B e h a v io rs, C a te g o rie s b, 5, 6, and 7... 55 b* R ate P er M inute o f Change in Coach B e h av io rs, C a te g o rie s b, 5, 6, and 7.... 56 5. C a te g o ry 1 o f Coach B ehav io rs and C ategory 1 o f P erform er B ehav io rs.............. 57 6. Change in Coach and P erfo rm er B e h av io r, C a te g o rie s 1,.. 59 7. P e r C ent o f P la y e r P a r t i c i p a t i o n D uring Phase I...... 59 8. P e r C ent o f P la y e r P o s itiv e S o c ia l I n t e r a c t io n D uring Phase I.... 60 9. P er C ent o f P la y e r E f f o r t D uring Phase I... 61 1 0. Mean P er C ent o f Group P a r t i c i p a t i o n... 62 1 1. S u b je c t One i C a te g o rie s 2, 3, and b...... 6U 1 2. S u b je c t Two: C a te g o rie s 2, 3, and b... 65 1 3. S u b je c t T h ree: C a te g o rie s 2, 3, and b... 66 H i. S u b je c t F o u r: C a te g o rie s 2, 3, and b... 67 1 5. P er C ent o f Change in P a r t i c i p a n t s ' B e h av io rs, C a te g o rie s 2 and b..................... 68 16. R a te P er M inute o f Perform ance B e h av io ral S u b je c t One 6 9 1 7. R ate Per M inute o f Perform ance B ehaviors* S u b je c t Two. 70 v

1 8. R ate Per M inute o f Perform ance B ehaviors* S u b je c t Three. 72 1 9. R ate P er M inute o f Perform ance B ehaviors* S u b je c t Four.. 73 2 0. R e s u lts o f P a r t i c i p a n t s ' Perform ance B ehaviors...... 7U v l

CHAPTER I INTRODUCTION S p o r ts, games and o t h e r p la y form s have been a p ro m in ent p a r t o f a lm o st e v e ry c u ltu r e. I n s p i t e o f t h is phenanenon s c h o la rs have shown l i t t l e i n c l i n a t i o n to u n d e rta k e t h e o r e tic a l and s c h o la r ly s tu d ie s i n t o th e -world o f s p o r t. P s y c h o lo g is ts, who p u rp o rte d ly a re i n t e r e s t e d in th e stu d y o f b e h av io r have d is p la y e d a g e n e r a l in so u c ia n c e to w ard b e h a v io r i n s p o r t e n v iro n m e n ts. American p h y s ic a l e d u c a to rs have su p p o rte d th e c o n te n tio n t h a t p h y sic a l e d u c a tio n and s p o r ts e x p e rie n c e s w ere f r u i t f u l environm ents f o r changing b e h a v io r b u t g e n e r a lly have n e g le c te d t o v e r i l y t h e i r c la im s w ith r e s e a r c h. A p e ru s a l o f th e l i t e r a t u r e d o es I n d ic a te, how ever, th a t co n tem porary s c h o la r s a r e d is c o v e rin g s p o r ts as a l e g i t i m a t e f i e l d o f stu d y and a re b e g in n in g t o u n d e rta k e s e r io u s i n v e s tig a t i o n s o f th e s u b j e c t. G re a te r and g r e a t e r em phasis on im provem ent i n s p o r t perfo rm ance has l e d t o in c re a s e d I n t e r e s t in p s y c h o lo g ic a l dim ensions as w e ll a s th e a lr e a d y predom inant in q u ir y in to th e p h y s io lo g ic a l a s p e c ts o f p e rfo rm a n c e. In th e l a s t d e c a d e, coaches and p h y s ic a l e d u c a tio n te a c h e r s have expressed a n eed t o know more a b o u t th e p r i n c i p le s o f m otor le a r n in g, growth an d developm ent, m o tiv a tio n f o r h ig h perform a n c e, in te r p e r s o n a l r e l a t i o n s h i p s, and th e a b i l i t y to a s s e s s and

u t i l i z e d iv e r s e p e r s o n a lity t r a i t s o f an in d iv id u a l in s p o r t. H e re in l i e s th e b e g in n in g o f s p o r t p sy ch o lo g y. The I n t e r n a tio n a l S o c ie ty fo r S p o rt Psychology was e s ta b lis h e d in 1965 i n Rome. T his i n t e r n a t i o n a l o r g a n iz a tio n p e rm itte d s c h o la r s t o exchange in fo rm a tio n and o p in io n s on v a rio u s f a c e t s on p s y c h o lo g ic a l r e s e a r c h r e l a t e d to s p o r t. P r io r to I960 l i t t l e re s e a rc h em phasis had been g iv e n t o th e p s y c h o lo g ic a l and s o c i a l d im ensio n s o f human a t h l e t i c e n d e a v o rs. A few E uropean c o u n tr ie s, m ainly R u s s ia, Germany and C z ech o slo v ak ia had e s ta b lis h e d I n s t i t u t e s o f S p o rt whose e f f o r t s w ere p a r t i a l l y d ir e c te d tow ard u n d e rs ta n d in g th e p s y c h o lo g ic a l problem s o f a t h l e t e s engag in g in i n te r n a t i o n a l c o m p e titio n (Vanek and C r a tty, 1970, p. 7 ). I n c o n tr a s t, th e E n g lish -s p e a k in g coaches w ere in c lin e d to p la c e m ore em phasis on p h y s io lo g ic a l and te c h n o lo g ic a l a s p e c ts o f s p o r t so t h a t th e r e was l i t t l e d i r e c t c o n ta c t among c o a c h e s, p sy c h o lo g i s t s and th e a t h l e t e. E a s te rn Europe on c o u n tr ie s have m a in ta in e d t h e i r I n t e r e s t in th e p sy ch o lo g y o f s p o r t, p e rh a p s, because o f t h e i r prim ary fo c u s upon su c c e ss i n i n t e r n a t i o n a l c o m p e titio n. A f te r th e I960 M elbourne O lym pics, co ach es in th e s e c o u n tr ie s began t o p e rc e iv e th e im p o rtan ce o f th e know ledge and th e u se o f sound p s y c h o lo g ic a l p r i n c i p le s in th e t r a i n i n g o f t h e i r a t h l e t e s (Vanek and C r a tty, 1970)* E x p e rim e n ta l and d e s c r i p t iv e approaches have em ployed such m easures a s p e r s o n a lity s c a l e s, a sse ssm e n ts o f s i n g l e t r a i t s, i n t e l lig e n c e s c a le s, so c io g ra m s, and t e s t s e v a lu a tin g v a r io u s p e rc e p tu a l a b i l i t i e s a n d /o r m otor p e r form ances ( C r a tty, 1 9 7 3 ). The r e s u l t s o f th e s e s tu d ie s have a tte m p te d

to d e s c r ib e and am p ere t h e a t h l e t e s In g e n e r a l, a t h l e t e s In p a r t i c u l a r, fem ale v s. m ale a t h l e t e s, an d t o c o n tr a s t th e a t h l e t e v s. th e nona t h l e t e. R u ssia n s p o rts p s y c h o lo g is ts i n i t i a l l y d ir e c te d t h e i r re s e a rc h tow ard t h e e x p lo ra tio n o f v a rio u s p s y c h o lo g ic a l e v a lu a tio n te c h n iq u e s, in c lu d in g p e r s o n a lity t e s t i n g, i n te l lig e n c e t e s t i n g, and p sy c h a n o to r t e s t i n g. More re c e n tly, R u ssia n s c i e n t i s t s have become in v o lv e d i n th e stu d y f g u id e lin e s f o r p s y c h o lo g ic a l p re p a r a tio n o f th e s u p e r io r a t h l e t e s (Vanek and C r a tty, 1 9 7 0 ). The S c h u ltz method o f "A utogenne tr a in in g " (S c h u ltz, 1956) h a s been employed and co u p led w ith e l e c tr o n ic m o n ito rin g o f p h y s ic a l and p s y c h o lo g ic a l r e a d in e s s. A nother re c e n t c o n c e rn has been in v e s tig a t i o n o f th e p sychology o f s m a ll group i n t e r a c t i o n s German p s y c h o lo g is ts have a ls o been i n t e r e s te d i n stu d y in g a t h l e t e b e h a v io r. They p ro g re s s e d from a g e n e ra l stu d y f m otor le a r n in g t o sending German team s t o high a l t i t u d e t r a i n in g s i t e s i n B u lg a ria, a s w e ll a s to pre-o lym pic tr a i n in g in Mexico in 1966-1967. P rom inent r o l e s were p la y e d by U a th esu ls and M u eller who w orked w ith Kunath a t t h e U n iv e rs ity o f L e ip z ig, lh e s e s c i e n t i s t s u t i l i z e d su b je c tiv e m easu res to r e p o r t a t h l e t e s ' f e e l in g s a s w e ll as v a rio u s t e s t s of p sy ch o rao to r perform ance, c o n c e n tra tio n and m en tal a b i l i t y a f t e r being e x p o se d to h i g h - a l titu d e s tr e s s e s in Mexico C ity, B u lg a ria and in th e la b o r a to r y a t th e U n iv e rs ity o f L e ip z ig (Vanek and C r a tty, 1970, p ^ 1 3 ). The N a tio n a l S o c ie ty o f S p o rt P s y c h o lo g is ts i n C zech o slo v ak ia has a tte m p te d to work v e ry c l o s e l y w ith th e co ach es and a t h l e t e w ith in

th e c o u n tr y '3 b o r d e r s. S t a r tin g i n 195U th e S o c ie ty i n s t i t u t e d sem in ars f o r th e coaches and p r e s e n tly m a in ta in s an o f f i c e t o id iic h coaches and a t h l e t e s may come t o c o n s u lt w ith p h y s ic ia n s and p s y c h o lo g is ts conc e rn in g t h e i r p ro b lem s. P s y c h o lo g is ts, headed by Vanek accom panied th e C z echoslo v ak ian Olympic team in 1968 i n M exico w here th e y conducted e x te n s iv e p s y c h o lo g ic a l re s e a rc h in c o o p e ra tio n w ith th e team members. In r e c e n t y e a rs C zechoslo v ak ian p s y c h o lo g is ts have shown co n cern w ith m otor p e rfo n a an c e and le a r n in g, p e r s o n a lity and p sy c h o th e ra p y, p e rso n a l i t y o f c o ach es, a s w e ll as so c io n ie tric s t u d ie s o f i n t e r a c t i o n w ith in s p o r t team s (Vanek and C r a tty, 1970, p. 2 7 ). A lthough th e U n ited S t a te s coaches and p h y s ic a l e d u c a to rs have p r im a r ily b een p re o c c u p ie d w ith th e p h y s io lo g ic a l and te c h n o lo g ic a l a s p e c ts o f s p o r t; and t h e i r c o lle a g u e s, th e p s y c h o lo g is ts, have p r e v io u s ly shown l i t t l e c o n c e rn f o r th e p s y c h o s o c ia l p a ra m e te rs o f s p o r t, th e r e h as been a grow ing i n t e r e s t in s p o r t psychology a s a l e g i t im a t e a re a o f s tu d y in th e l a s t te n y e a r s. In 1962 O g ilv ie and Tutko o f th e D epartm ent o f Psychology a t San J o s e S ta te U n iv e rs ity i n C a lif o r n ia began to i n v e s tig a t e th e p e r s o n a l ity t r a i t s o f v a rio u s a t h l e t i c p e rfo rm e rs. From th e s e s tu d ie s s e v e r a l a r t i c l e s, p r e s e n ta tio n s and two books have em erged. The f i r s t book e n t i t l e d Problem A th le te s and How To Handle Them was p u b lis h e d in 1966 and th e second book, c o -a u th o re d by Thomas T utko and J a c k R ic h a rd s, Psychology o f C oaching, was p r in te d in 1971. O g ilv ie and Tutko w ere p ro cla im e d by C r a tty t o be th e "o n ly two men i n th e U n ited S ta te s a t th e p r e s e n t tim e whose p rim a iy i n t e r e s t s c e n te r e d around th e s u p e rio r a t h l e t e. " (Vanek and C r a tty, 1970, p. 22) These men have b een r e ta in e d

by s e v e r a l c o l l e g i a t e and p r o f e s s io n a l coaches to a d v is e them o f m a tte rs co n c e rn in g th e p e r s o n a lity (dynamics o f p la y e r s, A m erican a u th o rs in b o th psychology and p h y s ic a l e d u c a tio n have begun t o n arro w th e gap betw een th e t h e o r e t i c a l and p r a c t i c a l a p p lic a t i o n s o f p sy cholo g y and s p o r t, Moore (1 9 7 0 ), S in g e r (1 9 7 2 ), F r o s t (1 9 7 1 ), L aw ther (1 9 7 2 ), and C r a tty (1970, 1973) have a l l w r i t t e n books w hich a tte m p t to b rin g t o th e p r a c t i t i o n e r, th e te a c h e r, coach and a t h l e t e, in fo rm a tio n g leaned from th e l i t e r a t u r e a b o u t th e p s y c h o lo g ic a l dim en sio n s o f s p o r t to a id in t h e i r w ork. A few p h y s ic a l e d u c a tio n p r o f e s s io n a l p r e p a r a tio n program s in th e U n ited S ta te s have i n i t i a t e d u n d e rg ra d u a te c o u rs e s i n s p o r ts psy c h o lo g y, b u t th e c o u rse c o n te n t i s s t i l l d iv e r s e, A p s y c h o lo g is t a t th e C olorado S ta te U n iv e rs ity i s p r e s e n tly w orking w ith th e U, S. s k i team (S age, 1973, P* 3)* T h a t t h e r e seems t o e x i s t a wide d if f e r e n c e i n th e d e f i n i t i o n o f s p o r ts p sy cholo g y betw een th e e a s te r n European c o u n tr ie s and th e U nited S t a te s was r e c e n tly n o ted by Ryan (1973)* He f e l t t h a t s p o r t s p sy c h o l ogy a s a " s c i e n t i f i c s tu d y o f human b e h a v io r as in flu e n c e d by p a r t i c i p a tio n in o r o b s e rv a tio n o f s p o r tin g a c t i v i t i e s " ( p. 2 ) w ould re a so n a b ly d e s c rib e th e w ork o f th e E uropean s p o r ts p s y c h o lo g is ts, w h e re a s, th e A m erican s c h o la r s have sim ply a p p lie d p sy cholo g y to s p o r t s, m ain ly in th e a re a s o f m otor le a r n in g, m otor developm ent and s o c i a l p sy ch o lo g y. L ik e w ise, Sage (1973) h a s su g g e ste d t h a t th e e a s t e r n E uropean c o u n tr ie s a r e way ahead o f u s In ta k in g t h e i r s p o r ts p sy ch o lo g y re s e a rc h i n t o th e p la y in g f i e l d s, c o u r ts, and lo c k e r rocm s. To c lo s e t h i s gap, Sage s u g g e s ts t h a t th e A m erican s p o r ts p s y c h o lo g is ts b e g in t o ta k e

t h e i r r e s e a r c h o n to th e s p o r ts f i e l d w here th e " v a r ia b le s in th e c ynamic s e t t i n g w hich c a n n o t be d u p lic a te d in th e la b o r a to r y and w hich a r e c r i t i c a l t o th e le a r n in g and perfo rm an ce o c c u r." ( p. 7) J u s t a s s p o r ts p sy cholo g y i s a new and s tr u g g lin g s u b - f i e l d o r d iv is io n o f p sy cholo g y, th e d i s c i p l i n e o f psychology i t s e l f h as shown a c o n tin u o u s developm ent and su b seq u e n t d e c lin e o f d i f f e r e n t s y s te m a tic p o s itio n s o r s c h o o ls o f th o u g h t in i t s c e n tu ry -o ld h i s t o r y. One o f th e c u r r e n t ap p ro ach es in psychology i s th e a re a o f o p e ra n t c o n d itio n in g. The th e o ry and p r in c ip le s o f o p e ra n t psychology has been l a r g e l y d e riv e d from th e work o f B. F. S k in n e r. In 1913 W atson made a s h a rp b re a k w ith th e p o p u la r p s y c h o lo g ic a l and psychoa n a ly tic c o n c e p tio n s o f h i s tim e and d e fin e d c l e a r l y th e b e h a v i o r is tic a p p ro a ch. S k in n e r f u r t h e r d evelo p ed th e c o n c e p t o f b e h a v io rism. H is p rim ary c o n c e rn was in e x p la in in g how b e h a v io r i s c o n tr o lle d try th e e n v iro im e n t w ith o u t re c o u rs e to m e n ta l e v e n ts. He f e l t t h a t th e m ost e f f e c t i v e approach to p sy cholo g y, th e s c ie n c e o f b e h a v io r, was th e stu d y o f Vne c o n d itio n in g and e x tin c t i o n o f o p e ra n t b e h a v io r s. S k in n e r conten d ed t h a t b e h a v io r c o u ld be m o d ifie d ty e n v iro n m e n ta l consequences and re f u s e d t o u t i l i z e o th e r e x p la n a to ry sy ste m s. S k in n e r and h is fo llo w e rs conducted a g r e a t d e a l o f r e s e a r c h on in fra-h u m an organism s and human s u b je c ts on numerous problem s o f l e a r n in g. T h e ir s tu d ie s in c lu d e d th e r o l e o f punishm ent i n th e a c q u i s i tio n o f re s p o n s e s, th e e f f e c t o f d i f f e r e n t sc h e d u le s o f re in fo rc e m e n t, d i s c rim in a tio n le a r n in g, and g e n e r a liz a tio n, among o t h e r s. S k in n e r e f f e c t i v e l y d e m o n stra te d a w ide ra n g e o f a p p l i c a b i l i t y o f o p e ra n t c o n d itio n in g when he p u b lis h e d S c ien c e and Human B eh av io r i n

1953 In t h i s book he e x te n d e d h is sy stem i n t o b ro a d e r a r e a s, such a s s o c i a l b e h a v io r, r e l i g i o n, p sy ch o th era p y, and e d u c a tio n. S chulz has pronounced t h a t S cien ce and Human B ehavior "was a m ajor im petus f o r a d r a s t i c r e c o n c e p tu a liz a tio n o f p ro cedures f o r changing b e h a v io r in s c h o o ls, h o s p i t a l s, and o u tp a tie n t f a c i l i t i e s * (O 'L eary, D a n ie l, and O 'L e a iy, 1972, p. 9) O p eran t psychology view ed t r a d i t i o n a l p sy c h o lo g ic a l problem s through th e medium o f b e h a v io ra l a n a ly s is. To f u r t h e r t h e i r re s e a rc h and f in d in g s, th e S k in n e ria n s, in 1958, e s ta b lis h e d th e J o u rn a l f o r th e E x p erim e n tal A n a ly sis o f B ehavior because o f th e u n w ritte n re q u ire m e n ts o f th e e x i s t i n g jo u rn a ls c o n cern in g s u b je c t sam ple s iz e and s t a t i s t i c a l a n a l y s i s. S in c e t h a t tim e p r o f e s s io n a l J o u rn a ls such a s B ehav io r R esearch and T herapy, J o u r n a l o f A pplied B e h av io r A n a ly s is, B ehavior T herapy, and B ehavior T herapy and E x p e rim e n ta l P s y c h ia try have a ls o a p p e a re d. J u s t as th e g e n e r a l f i e l d o f p sy cholo g y tu rn e d i t s a t t e n t i o n to th e a p p lic a t io n o f i t s la b o r a to r y fin d in g s t o th e c l i n i c a l B e ttin g a f t e r W orld Y/ar I I, so d id th e fo llo w e rs o f S k in n e r b e g in t o ap p ly t h e i r e x p e rim e n ta l f in d in g s t o th e a l t e r a t i o n o f b e h av io r in th e c l i n i c a l s e t t i n g s in the e a r l y I960*s. The p r i n c i p le s and tech n o lo g y o f b e h a v io r m o d ific a tio n w ere employed in p s y c h i a t r ic h o s p i t a l s, c o r r e c t i o n a l c e n t e r s, a n ry p s y c h ia tr ic u n i t s, and d e lin q u e n t c e n t e r s. The c l i n i c and la b o r a to r y became a s one. To show f u r t h e r a p p lic a tio n, H o llan d and S k in n e r (1961) publ is h e d a s e l f i n s t r u c t i o n t e x t to e n a b le a s tu d e n t " to i n s t r u c t h im s e lf i n t h a t s u b s t a n t i a l p a r t o f psychology w h ich d e a ls w ith th e a n a ly s is o f

b e h a v io r i n p a r t i c u l a r th e e x p l i c i t p r e d ic tio n and c o n tr o l o f th e b e h a v io r o f p e o p le." (p. v i i ) O th e rs, such a s K ra sn e r and Ullm an (1 9 6 5 ), f u r t h e r e d th e a p p lic a tio n o f b e h a v io r a n a ly s is } I t ( th e book) i s a ls o d e sig n e d to r e v e a l th e in ad eq u acy o f p o p u la r e x p la n a tio n s o f b e h a v io r and to p re p a re th e s tu d e n t f o r r a p id ly expanding e x te n s io n s i n to such d iv e rs e f i e l d s a s s o c i a l b e h a v io r and psychopharm acology, sp ace f l i g h t, and c h ild c a r e, e d u c a tio n and p sy c h o th e ra p y, ( p. v i i ) H iv e ly (1972) in 1972 was asked by th e A s s is ta n t S e c re ta r y o f P lan n in g and E v a lu a tio n o f th e U.S. D epartm ent o f H e a lth, E d u c a tio n, and W elfare to make a r e p o r t on th e a p p lic a tio n o f b e h a v io r a n a ly s is to e d u c a tio n. H iv ely fo resaw t h a t a p p lie d b e h a v io r a n a ly s is c o u ld be expanded in to 1 ) p u b lic e d u c a tio n in te c h n iq u e s o f self-m anagem ent and fa m ily problem s o lv in g, 2) a lo n g w ith e x is tin g c o n s u ltin g s e r v ic e s (K ansas, W estern M ichigan, O regon, U tah, e t c. ) a f u r t h e r e x p an sio n o f l o c a l i n s t i t u t e s and fo llo w -u p c o n s u ltiv e s e r v ic e s to t r a i n a v a r i e ty o f community p e o p le who work w ith c h ild r e n in th e e f f e c t i v e u se o f in c e n tiv e sy ste m s, 3) an e asy exchange o f management system a d a p ta tio n s t h a t l o c a l g ro u p s make t o com m ercial i n s t r u c t i o n a l m a te r ia ls, and U) c i t i z e n t r a i n in g and an econom ic in c e n tiv e program. T h is i s e v id e n c e t h a t p o lic y m akers a re becom ing i n te r e s te d i n th e p o s s i b i l i t i e s o f th e tech n o lo g y o f a p p lie d b e h a v io r a n a l y s i s. I n 1968 S kinner a p p lie d th e use o f b e h a v io r a n a ly s is t o educat i o n i n h i s b ook, The T echnology o f T each in g. The m id -^O 's saw th e grow th o f o p e ra n t psychology and i t s p r a c t i c a l a p p lic a t io n t o human le a r n in g and m o tiv a tio n. A p ro m in ent b e h a v i o r i s t, B ijo u (1 9 6 8 ), s t a t e d t h a t as a g roup th e b e h a v io r a n a ly s is ta... can o f f e r a s e t o f c o n c e p ts and p r i n c i p le s d e riv e d

e x c lu e iv e ly from e x p e rim e n ta l re s e a rc h i we can o f f e r a m ethodology f o r a p p ly in g th e s e c o n cep ts and p r in c ip le s d i r e c t l y t o te a c h in g p r a c tic e s ; we can o f f e r a r e s e a r c h d e sig n w hich d e a ls w ith changes in th e in d iv id u a l c h ild ( r a t h e r th a n i n f e r r i n g them, from group a v e ra g e s ); and we can o f f e r a p h ilo so p h y o t s c ie n c e w hich I n s i s t s on o b se rv a b le acco u n ts o f th e r e l a tio n s h i p s betw een in d iv id u a l b e h a v io r and i t s d e te rm in in g c o n d itio n s, ( p. 66) A lthough th e p rep o n d eran ce o f e a r ly a p p lie d b e h a v io r a n a ly s is a c t i v i t y was i n th e " s p e c ia l e d u c a tio n " c lassro o m, e d u c a to rs and p s y c h o lo g is ts soon began to a p p ly th e p r in c ip le s and te c h n iq u e s to t h e e n t i r e ran g e o f "norm al" e d u c a tio n, O 'L eary and O 'L eary d em o n strated t h i s in a book on c la ssro o m management p u b lish e d i n 1972, T his t e x t n o t only s u p p lie d th e re a d e r w ith a s e t o f p r i n c i p le s and re s e a rc h ev id en ce docum enting th e e f f ic a c y o f such p ro c e d u re s i n th e classro o m, b u t i t d is c u s s e d how te a c h e rs c an im plem ent such te c h n iq u e s i n rem ed ial and p r e v e n titiv e w ays. R e se a rc h e rs tu rn e d t h e i r e f f o r t s to i n v e s tig a t i n g academ ic b e h a v io rs, su ch a s th e developm ent o f c o g n itiv e s k i l l s and stutfy b e h a v io rs ; and nonacadem ic b e h a v io rs, such a s d i s r u p t iv e o r in ap p ro p r i a t e b e h a v io r. N ot o n ly were th e e x p e rim e n te rs co n cern e d w ith s p e c i f i c b e h a v io rs in norm al and s p e c i a l c la ssro o m s, b u t th e y a ls o employed b e h a v io r a n a ly s is w ith s tu d e n ts ran g in g from p re -s c h o o l age t o c o lle g ia n s. Some o f th e te a c h e r t r a i n i n g i n s t i t u t e s began to in v e s tig a te th e p o t e n t i a l o f a b e h a v io r m o d ific a tio n appro ach f o r te a c h e r s. J u s t a s a p p lie d b e h a v io r a n a ly s is has been u t i l i z e d i n v a rio u s e d u c a tio n a l and s o c i a l e n v iro n m en ts, i t ap p ears t h a t b e h a v io r m o d ific a tio n has much t o o f f e r to s p o r t s and p h y s ic a l e d u c a tio n. D esp ite th e d e m o n stra te d e f f e c tiv e n e s s o f th e a p p lic a tio n o f o p e ra n t psychology.

10 t h i s appro ach h as been l a r g e ly n e g le c te d in th e l i t e r a t u r e and byp r a c t i t i o n e r s o f p h y s ic a l e d u c a tio n and s p o r t (McKenzie and R u s h a ll, 1971). J u s t r e c e n tly, two a u th o r s, R u sh a ll and S ie d e n to p, p u b lis h e d a t e x t t i t l e d The Developm ent and C o n tro l o f B ehavior i n S p o rt and P h y s ic a l E d u c a tio n. (1972) T h is p u b lic a tio n a p p lie d th e th e o r ie s and p r i n c i p le s o f th e o p e ra n t sc h o o l o f psychology founded by S k in n e r, T his t e x t so u g h t t o g iv e to th e p r a c t i t i o n e r s y s te m a tic te c h n iq u e s and s t r a t e g i e s f o r d e v elo p in g and m a in ta in in g b e h a v io rs i n p h y s ic a l e d u cat io n and s p o r t. Even though th e p rim a ry focus o f th e t e x t em phasized th e developm ent o f s k i l l e d m otor b e h a v io rs, c o n c o m ita n t p r in c ip le s o f b e h a v io r c o n tr o l c o n sid e re d th e t o t a l fu n c tio n in g o f th e in d iv id u a l p e rfo rm e r w ith in h i s en v iro n m en t. I t i s w ith t h i s in c r e a s in g i n t e r e s t in th e a re a o f s p o rts psychology and th e growth o f th e u se o f a p p lie d b e h a v io r a n a ly s is in mary human e n v iro n m en ts, t h a t t h i s i n v e s tig a t o r c h o se t o d e sig n a stu d y t o d e te rm in e th e e f f e c t s o f th e a p p lic a tio n o f a p p lie d b e h a v io r a n a ly s is te c h n iq u e s i n a s p o r t e n v iro n m en t. I f, a s d e m o n stra te d in th e l i t e r a t u r e, s k i l l an d s o c ia l b e h a v io rs c an be m o d ified and m a in ta in e d, th e n a p p lie d b e h a v io r a n a ly s is m ight be u s e f u l as a m ethod f o r f i e l d r e se a rc h in a s p o r tin g e n v iro n m en t. In s u p p o rt o f t h i s, Sage s ta te d! The problem i s t h a t up t o now we have g iv en to o much em phasis to la b o ra to x y re s e a rc h a t th e expense o f f i e l d w ork and we have t r i e d to make s p o r ts b e h a v io r p r e s c r ip tio n s b a se d upon la b o r a to r y fin d in g s when what we need i s f in d in g s from th e s p o r ts f i e l d w hich can.th en be a p p lie d i n th e s p o r ts f i e l d. (S ag e, 1973, p. 7) I t i s w ith t h i s in te n tio n in m ind t h a t t h i s I n v e s t ig a to r used a coach and h e r team members as s u b je c ts In t h i s s tu d y.

11 P urpose o f Study The purp o se o f t h i s I n v e s tig a tio n was t o d e term in e th e e f f e c t s o f th e a p p lic a tio n o f a p p lie d b e h a v io r a n a ly s is te c h n iq u e s i n a s p o r t e n v iro n m en t. The i n t e n t o f th e stu d y w as: (1 ) to in v e s tig a t e th e d e g re e t o w hich coaching b e h a v io r can b e m o d ifie d, (2 ) to o f f e r e v id e n ce as to w hether th e g e n e ra l changes i n th e c o achin g b e h a v io rs w i l l a f f e c t a sp ectru m o f b e h a v io rs o f team members, and (3 ) t o in v e s tig a t e th e d egree to w hich coachin g b e h a v io r can be u se d s p e c i f i c a l l y to change ta r g e te d p la y e r b e h a v io r.

CHAPTER I I REVIEW OF LITERATURE The u se o f a p p lie d b e h a v io r a n a ly s is in th e s p o r t environm ent h as b een ex ig u o u s and lim ite d t o o n ly a few s p e c if ic a t h l e t i c s e t t i n g s. However, i n s p i t e o f t h i s la c k o f e m p ir ic a l re s e a rc h on th e use o f b e h a v io r m o d if ic a tio n te c h n iq u e s in th e s p o r t en v iro n m en t, th e r e a re s e v e r a l a re a s o f r e l a te d re s e a rc h w hich a re r e le v a n t t o th e study* The fo llo w in g c a te g o r ie s w i l l be d isc u sse d * ( l j R esearch r e l a t e d to a p p lie d b e h a v io r a n a ly s is i n e d u c a tio n. (2 ) R esearch r e l a te d to a p p lie d b e h a v io r a n a ly s is in s p o r t and p h y s ic a l e d u c a tio n. The la c k o f re s e a rc h in th e seco n d c a te g o ry was a prim ary re a s o n f o r u n d e rta k in g t h i s s tu d y. R esearch R e la te d t o A p p lied B eh av io r A n a ly sis in E d u catio n R esearch in th e c la ssro o m s e t t i n g has d e a l t w ith academ ic b e h a v io rs, i. e. developm ent o f c o g n itiv e s k i l l s such a s re a d in g, s p e l l in g, and a r ith m e tic ; and nonacadem ic b e h a v io rs t h a t a re c l a s s i f i e d a s classro o m b e h a v io r problem s w hich i n t e r f e r e w ith th e ongoing e d u c a tio n a l p r o c e s s. S tu d ie s have been conducted i n b o th th e norm al c la ssro o m and 12

th e s p e c i a l classro o m t o w hich s tu d e n ts were a ssig n e d on th e b a s is o f a d ia g n o s tic problem, i. e. re ta rd e d a u t i s t i c, e m o tio n al problem, se v e re b e h a v io r a l problem, ju v e n ile d e lin q u e n t, le a r n in g d i s a b i l i t y, o r low a ch iev e m e n t. Much o f th e re s e a rc h in th e norm al c la ssro o m i s an o u t grow th o f th e su c c e ss e x p e rie n c e d in th e in v e s tig a tio n s w ith th e a ty p i c a l c la ssro o m s e t t i n g age g ro u p s. Not only have th e e x p e rim e n te rs b een concerned w ith s p e c i f i c b e h a v io rs and norm al and s p e c ia l c la s s room s, b u t th ey have a ls o employed a p p lie d b e h a v io ra l a n a l y s i s s tu d ie s t o s tu d e n ts ran g in g from p re -s c h o o l to h ig h e r e d u c a tio n. Academic B ehavior One o f e d u c a tio n s p rim aiy f u n c tio n s has been th e a c q u is itio n o f c o g n itiv e s k i l l s. In c re a s e in know ledges and s k i l l in s u b je c t m a tte r, i. e. s p e l lin g and re a d in g (M claughlin and M alaby, 1972} S u lz e r and o th e r s, 1971} L o v itt and o th e r s, 1 9 7 1 ), h a n d w ritin g (M claughlin and ila la b y, 1972} S a lz b e rg and o th e r s, 1 9 7 1 ), h is to r y and geography (G lynn, 1 9 7 0 ), a r ith m e tic (K ir ty and S h ie ld s, 1 9 7 2 ), and co m p o sitio n o u tp u t (B righam, G raubard, and S ta n s, 1972) have a l l been d e m o n stra te d th ro u g h th e e f f e c t i v e use o f th e re in fo rc e m e n t p r i n c i p l e s. E dlund (1972) s tu d ie d th e e f f e c t o f a p ro b ab le r e i n f o r c e r g iv en f o r c o r r e c t re sp o n se s on i n t e l l i g e n c e t e s t s c o r e s. The e x p e rim e n ta l group, g iv e n th e r e i n f o r c e r, sc o re d s t a t i s t i c a l l y s i g n i f i c a n t l y h ig h e r on th e I.Q. t e s t. The e f f e c t s o f b e h a v io r a l and perform ance c o n tin g e n c ie s on classro o m b e h a v io r and on academ ic perform ance ware in v e s tig a te d t y F e r r i t o r, e t. a l. (1972) and th e y found t h a t in c r e a s e in academ ic perform ance i n a r ith m e tic d r i l l e x e r c is e s d id n o t n e c e s s a r ily o c cu r a s a tte n d in g

b e h a v io r in c re a s e d and d is r u p tiv e b e h a v io r d e c re a s e d. O nly when re in fo rc e m e n t was c o n tin g e n t upon c o r r e c t work was th e r e an in c re a s e in th e number o f a rith m e tic problem s w orked c o r r e c t l y. Q oetz (G oetz and B aer, 1971; G oetz and Salm onson, 1972) c e n te r e d h e r s tu d ie s on th e developm ent and m easurem ent o f c r e a t i v i t y in b o th b lo c k b u ild in g and e a s e l p a in tjjo g and found t h a t th ro u g h u se o f v a rio u s re in fo rc e m e n ts sh e was a b le t o In c re a s e c r e a t i v e b eh av io r o f c h ild r e n. T r a d itio n a l m ethods o f c o lle g e i n s t r u c t i o n have been compared w ith m ethods u t i l i z i n g re in fo rc e m e n t p r i n c i p l e s. The a p p lie d b e h a v io r a n a ly s is m ethods have b een shown t o produce s u p e r io r academ ic p e r form ance (B orn and o th e r s, 1972aj Bom and o th e r s, 1972b; McMichael and C oray, 1969; Shepard and KacDermont, 1 9 7 0 ). Jo h n sto * and O N e ill (1973) f u r t h e r in v e s tig a te d th e in flu e n c e o f min^ium perform ance c r i t e r i a and grade le v e ls on c o lle g e s tu d e n t academ ic perform ance and d e m o n stra te d t h a t th e c r i t e r i a c o n tr o lle d perform ance t o a h ig h d egree a s s tu d e n ts w ould im m ed iately change t o a t t a i n new c r i t e r i a p u t in to e f f e c t. S c h o o l-s o c ia l B ehavior One im p o rta n t ty p e o f b e h a v io r t h a t i n t e r f e r e s w ith e d u c a tio n in a c la ssro o m i s d is r u p tiv e o r in a p p r o p r ia te b e h a v io r. I n a s e r i e s o f s t u d ie s (Madsen and o t h e r s, 1968; Madsen, B ecker, and Thomas, 1967; Thomas, B eck er, and A rm strong, 1968; B ecker and o th e r s, 1967; McLaughl i n and M al«ty, 1972) b e h a v io rs su ch a s o u t - o f - s e a t re s p o n s e s o f c h ild r e n, e x c e s s iv e n o is e, d is tu rb a n c e o f o th e r s, t a l k i n g o u t in c l a s s,

15 e t c. w ere reduced by c o n tin g e n t te a c h e r a t t e n t i o n, r u l e s p a ire d w ith p r a i s e f o r fo llo w in g r u l e s, and to k en system s c o n tin g e n t on a p p r o p r ia te c o n d u c t. B a r ris h, S au n d ers, and Y/olf (1969) d e c re a se d o u t - o f - s e a t b e h a v io r and t a l k i n g - o u t re s p o n se s th ro u g h u se o f n a tu r a l c la ssro o m c o n seq u en ces, i. e. e x tr a r e c e s s, f i r s t in l i n e, and d is p la y o f name on b la c k b o a rd. A v a r i e ty o f te c h n iq u e s, m ethods, and s i t u a t i o n s a p p lie d t o d is r u p tiv e b e h a v io rs a r e a p p e a rin g more r e c e n tly in th e l i t e r a t u r e. Good b e h a v io r games (B a rris h, S a u n d e rs, and W olf, 1 9 6 9 ), group r e i n fo rc e m e n t te c h n iq u e s (Herman and T ram ontana, 1 9 7 1 ), and th e power o f p e e r re in fo rc e m e n t (Solomon and W ahler, 1973) f o r re d u c in g d i s r u p t iv e b e h a v io r have a l l been d em o n strated in re c e n t s t u d i e s. R e a liz in g t h a t b e h a v io r m o d ific a tio n te c h n iq u e s c an o fte n be burdensom e o r cumbersome, some e x p e rim e n te rs have a tte m p te d to i n v e s tig a t e, w ith s u c c e s s, th e e f f e c tiv e n e s s o f u s in g s e lf - r e c o r d in g (B raden, Vance, and M itts, 1971) and s e l f - r e g u l a t i o n (B a ls ta d and Jo hnson, 1972) te c h n iq u e s t o m odify d i s r u p t iv e c la ssro o m b e h a v io r. H ew itt s tu d ie d (1972) th e program o f d e la y e d consequences on th e e lim in a tio n o f d is r u p tiv e c la ssro o m b e h a v io r in a s p e c ia l e d u c a tio n home c o tta g e environm ent and su g g e ste d t h a t th e program co u ld be a d a p te d to th e norm al p u b lic s c h o o l. He p ro p o sed t h a t r e in f o r c in g m a t e r i a ls and a c t i v i t i e s t h a t a re a n a tu r a l p a r t o f th e s e t t i n g ( e. g., r e c e s s, a c c e ss t o a r t, gym, and m usic c la s s e s ; o r an o p p o rtu n ity t o le a v e sc h o o l e a r ly ) c o u ld be em ployed. Brown and C opeland (1971) u t i l i z e d th e p la y in g o f b a s k e tb a ll w ith th e sc h o o l p r i n c i p a l f o r f i f t e e n m in u tes d u rin g th e lu n ch h o u r a s

16 a rew ard f o r d e c re a s in g a h ig h r a t e o f d is r u p tiv e b e h a v io r o f a boy s u b je c t i n th e t h i r d g ra d e. Once d is r u p tiv e b e h a v io rs a re u n d er c o n tr o l th e te a c h e r m ust engage th e p u p il in e f f e c t i v e academ ic b e h a v io rs auch a s : s tu d y, a tte n d in g, and fo llo w in g i n s t r u c t i o n b e h a v io r s. S ig n if ic a n t g a in s have been a c h ie v e d in in c r e a s in g th e tim e s p e n t i n stu d y b e h a v io r (H a ll, Lund, and Ja ck so n, 1968; H a ll, Panyan, and o th e r s, 1968j Mawhinney and o th e r s, 1971)* A tte n tiv e classro o m b e h a v io rs by s tu d e n ts o f v a rio u s agq3 have been m o d ified th ro u g h e f f e c t i v e u se o f te a c h e r a t t e n t i o n (Broden and o th e r s, 1 9 7 0 ), group c o n tin g e n c ie s (P ack ard, 1 9 7 0 ), v ic a r io u s re in fo rc e m e n t (K azdin, 1 9 7 3 ), and s e l f - c o n t r o l (G lynn, Thomas, and Shee, 1 9 7 3 ). C o s s a ir t, H a ll, and Hopkins (1973) em ployed th e s y s te m a tic use o f e x p e rim e n te r's i n s t r u c t i o n s, feed b ack, and feedback p lu s s o c i a l p r a is e t o In c re a s e te a c h e r p r a is e f o r s tu d e n t a tte n d in g b e h a v io r o f th r e e e le m e n ta iy sc h o o l te a c h e r s. I t was n o te d t h a t i n t e r v a l s o f s tu d e n t a tte n d in g b e h a v io r in c re a s e d w ith th e in tr o d u c tio n o f te a c h e r p r a i s e. T each er a t t e n t i o n c o n tin g e n t upon p ro p e r conduct i n a k in d e r g a r te n c l a s s d em o n strated an in c re a s e in p e rc e n ta g e o f i n s t r u c t i o n s fo llo w e d (S c h u tte and H opkins, 1 9 7 0 ). A r e c e n t in fo rm a tiv e stu d y (P in k sto n and R eese, 1973) demons t r a t e d th e e x i s t e n t r o le o f te a c h e r a t t e n t i o n in m a in ta in in g a dangerous b e h a v io r, a g g re s s io n in a p re s c h o o l c h i l d 's b e h a v io r t o h is p e e r s, as w e ll a s an Im posed u se o f c o n tin g e n t te a c h e r a t t e n t i o n to In c re a s e h i s low p e e r i n t e r a c t i o n.

17 S a lz b e rg (1972) ch o se & le n e n ta r y sc h o o l t o in v e s tig a t e th e b e h a v io rs c o n c o m itta n t w ith freedom and r e s p o n s i b i l i t y in an academ ic s e ttin g * He developed a s t r a te g y o f aw arding freedom s c o n tin g e n t upon a s s o c ia te d re s p o n s ib le b e h a v io rs. The t a r g e t s tu d e n ts ' r a t e o f work p ro g re s s e d fo u r tim es th e n o rm ativ e r a t e o f t h e i r p u b lic sc h o o l-a g e p e e rs and " th e y began t o d e m o n stra te b e h a v io r t h a t th e te a c h e r s would c a l l r e s p o n s ib le." ( p. 62) T each e r B ehavior As a p p lie d b e h a v io r a n a ly s is becomes in c r e a s in g ly in v o lv e d in e d u c a tio n many r e s e a r c h e r s i n te a c h e r t r a i n i n g i n s t i t u t i o n s a re tu rn in g t h e i r e f f o r t s to p o s s ib le p ro cedures f o r d e v elo p in g p erfo rm an ce compet e n c ie s o f te a c h e r s. R e se arch has shown t h a t s p e c i f i c i n s t r u c t i o n s in th e p r i n c i p le s o f o p e ra n t psychology, haw th e th e o ry i s a p p lie d in th e c la ssro o m, and i m p l i c i t o r e x p l i c i t i n s t r u c t i o n as t o te a c h e r b e h a v io rs i n th e c la ssro o m do n o t le a d to r e l i a b l e changes in th e te a c h e r b e h a v io rs (Madsen, B eck er, and Thomas, 19671 H ughley, 1 9 7 3 ), T hus, v a r io u s t r a i n in g te c h n iq u e s have been in v e s tig a te d t o a s c e r t a i n t h e i r e f f e c t i v e n e s s i n a cco m p lish in g t h i s g o al* Feedback p ro c e d u re s have b een found t o be r e l a t i v e l y s u c c e s s fu l i n changing b e h a v io rs f o r a t l e a s t a s lo n g a s th e fe e d b a c k s t r a t e g i e s w ere in e f f e c t (C ooper, Thomson, and B aer, 1970; C o s s a ir t, H a ll, and H opkins, 1973J H ughley, 1 9 7 3 ). Feedback s u p p lie d by classro o m o b s e rv e rs (C ooper, Thomson, and B aer, 1 9 7 0 )and v id e o ta p e re c o rd in g s (Thomas, 1971) have b o th been i n v e s t i g a t e d. Rule (1972) compared th r e e d i f f e r e n t te c h n iq u e s f o r

18 m o difying te a c h e r s ' b eh av io r* i n s t r u c t i o n s p lu s feed b ack from th e e x p e rim e n te r, v id e o feedback, and d i r e c t in te r v e n tio n p ro c e d u re, and c o n clu d ed t h a t d i r e c t in te r v e n tio n was s u p e r io r i n d e c re a s in g r a t e s o f u n d e s ira b le te a c h in g b e h a v io rs and in c re a s in g th o s e t h a t w ere d e s i r a b l e, ( p.285) U sing v id e o ta p in g a s th e m edia, S au d erg as (1972) s y s te m a tic a lly a p p lie d c r i t e r i o n r a t e s o f p r a is e ty th e te a c h e r s t o g a in e f f e c t i v e in c r e a s e and d e c re a s e te a c h e r r a t e s. The s u b je c ts w ere asked t o c o u n t, g ra p h, and m eet two d i f f e r e n t c r i t e r i o n r a t e s w ith in th e s tu d y. H a ll, e t. a l* (1968) to o k t h e i r ex p erim e n t d i r e c t l y i n t o th e p u b lic s c h o o ls and w orked w ith th r e e b e g in n in g te a c h e r s who w ere a lre a d y em ployed t y sc h o o l sy ste m s. These r e s e a r c h e r s found t h a t th e s u b je c t te a c h e r s w ere a b le t o c a r r y o u t s u c c e s s f u l b e h a v io r m o d ific a t i o n p ro c e d u re s a f t e r an i n i t i a l e x p la n a to ry s e s s io n o f f i f t e e n to t h i r t y m in u tes a t th e b e g in n in g o f each e x p e rim e n ta l c o n d itio n and d a i l y feedback o f th e r e s u l t s. I n c o n ju n c tio n w ith th e H a ll stu d y m entioned above, e x p e r i m en ters (H a ll and o th e r s, 1971) have d e m o n stra te d t h a t te a c h e r s a lo n e c a n se rv e a s a p rim a ry e x p e rim e n te r and as e i t h e r th e p rim a ry o r th e se co n d a ry c la ssro o m o b s e rv e r. These r e s e a r c h e r s f u r t h e r s t a t e t h a t Mte a c h e rs can d ev elo p e f f e c t i v e o b s e rv a tio n and re in fo rc e m e n t p ro ced u re s, can c a r r y o u t e x p e rim e n ta l m a n ip u la tio n s, and th e r e f o r e can u se b e h a v io ra l a n a ly s is a s a to o l i n t h e i r classroom s, (p. Ih 8 ) The b e h a v io r a n a ly s is m odel im p lie s t h a t te a c h e r t r a i n i n g m ust b e e x p e r i e n t i a l and t h a t t e a c h e r - tr a in e e s m ust d e v e lo p b e h a v io r m odif i c a t i o n s k i l l s t h a t can be a s s e s s e d and m o d ifie d. To t r a i n teachers,

19 S ia d e n to p s t a te d (1972, p. 29) " i s t o m odify t e a c h e r - tr a in e e b e h a v io r," S e v e ra l r a s e a r c h e r s have I n v e s tig a te d o b s e rv a tio n s c a l e s t h a t c o u ld be used to m easure and a s s e s s such te a c h e r b e h a v io rs in v a rio u s sc h o o l enviro n m en ts (B eyer and C a lc h e ra, 1971; P o lla c k, 1971; H u s h a ll, 1973; S ie d e n to p, 1973) A f u r t h e r e x te n s io n o f th e o p e ra n t psychology th e o ry was a p p lie d to th e s ig n if ic a n c e o f th e e x p e c ta tio n s and a t t i t u d e s o f te a c h e rs tow ard s tu d e n ts, R e tis h (1973) found t h a t o v e rt te a c h e r re in fo rc e m e n t d id r e s u l t in s i g n i f i c a n t g a in s in th e p o o rly esteem ed s tu d e n ts as com pared w ith t h e i r c o n tr o l g ro u p. Even though th e p o o rly esteem ed s tu d e n ts d id g a in i n a c c e p ta n c e by t h e i r p e e rs, th e te a c h e r s p e rc e p tio n o f th e t a r g e t s u b je c ts d id n o t change a s th e r e s u l t o f th e p ro c e d u re. T h is s tu ^ y in d ic a t e s t h a t " te a c h e r s can use o v e rt re in fo rc e m e n t te c h n iq u e s t o a l t e r th e s o c i a l p o s itio n o f s tu d e n ts," (p. liu) R e se arch R e la te d to A p p lied B ehavior A n a ly sis i n S p o rt and P h y s ic a l E d u catio n A p p lied b e h a v io r a n a ly s is h as been used s p a r in g ly in s p o r ts and p h y s ic a l e d u c a tio n. R e s e a rc h e rs, p h y s ic a l e d u c a to rs, and coaches a r e b e g in n in g to tu r n t h e i r a t t e n t i o n t o th e p o s s i b i l i t y o f a p p lic a t io n o f o p e ra n t psychology to t h e i r s p e c i f i c e n v iro rm e n ts. The m o d ific a tio n o f s p e c if ic - b e h a v io r s o f in d iv id u a ls, b o th s tu d e n ts and c o a c h e s, i s b e in g i n v e s tig a te d, A few s t u d i e s o f th e m o d ific a tio n o f a r e p e r t o ir e o f b e h a v io rs o f a number o f in d iv id u a ls a r e a p p e a rin g. V a rio u s b e h a v io r a l s t r a t e g i e s and te c h n iq u e s t h a t have been in v e s tig a te d i n th e c la ssro o m a re b e in g t r a n s f e r r e d to th e gym nasiun, p o o l, c o u r t, and f i e l d s.

T eacher t r a i n e r s a re a s s e s s in g m easuring te a c h e r b e h a v io rs t h a t w ould be e s s e n t i a l a n d /o r unique to th e p h y s ic a l e d u c a to r and coach. 20 S k i l l Perform ance The s t r a te g y o f sh ap in g (R u sh a ll and S ie d e n to p, 1972, p. 199) was employed by R u sh a ll (1970) t o change a swimming s k i l l b e h a v io r in a b u t t e r f l y swimmer. L ik e w ise, M uir (R u sh a ll, 1973a) u t i l i s e d t h i s p ro cedure o f sh ap in g to change th e form o f an in c o r r e c t k ic k in g a c tio n i n th e f r o n t c ra w l swimming s tr o k e in a young in e x p e rie n c e d swimmer. Feedback and perform ance c r i t e r i o n a id e d in th e com plete s u p p re s s io n o f th e problem b e h a v io r. Young (1973) s tu d ie d th e e f f e c t s o f v a rio u s re in fo rc e m e n t c o n tin g e n c ie s on a second grade p h y s ic a l e d u c a tio n c l a s s. A lthough an in c re a s e i n a p p ro p r ia te b e h a v io rs o c c u rre d, th e r e was n o t a c o r r e s ponding in c r e a s e in s k i l l a c q u i s i tio n. S c h o o l-s o c ia l B ehavior Problem b e h a v io rs o f p o o r a tte n d a n c e and t a r d i n e s s o f team members a t r e g u la r ly sc h e d u le d swimming p r a c t ic e s was red u ced by an a d d itio n o f a p u b lic ly d isp la y e d " a tte n d a n c e b o ard " and s e lf - r e c o r d in g p ro c e d u re s. The number o f a b s e n te e s was red u ced by p e r c e n t, l a t e a r r i v a l s w ere red u ced by 63 p e r c e n t, and e a r ly d e p a r tu re s w ere comp l e t e l y su p p re s s e d. (M ckenzie, 1972) Team c o ach es, concern ed w ith th e e f f o r t and amount o f swimming b e in g done i n p r a c t ic e s, i n s t i t u t e d, u n d er th e d i r e c tio n o f th e e x p e rim e n te rs, a "program board" and a s e lf - r e c o r d in g p ro c e d u re to

21 in c r e a s e th e r a t e o f swimming u n d e r th e e x p e rim e n ta l and p o stc h e c k c o n d itio n s (McKenzie, 1972)* The re p re s e n te d group in c re a s e was 27*1 p e r c e n t. McKenzie and R u sh a ll (1973) used two te c h n iq u e s o f b e h a v io r c o n tr o l i n an a tte m p t to d e c re a s e th e o c c u rre n c e o f s e v e r a l in a p p ro p r i a t e b e h a v io rs among team members in a c o m p e titiv e swimming e n v iro n m ent. The f o u r u n d e s ira b le b e h a v io rs w ere d e fin e d as t l ) changing s tr o k e s, 2) u n n e c e ssa ry s to p p in g, 3) n o t com p letin g a f u l l p o o l le n g th, and b) f a i l u r e t o push o f f. The f i r s t e x p e rim e n ta l c o n d itio n, w hich was th e c o a c h 's s e lf - r e c o r d e d p o s i t iv e and n e g a tiv e I n t e r a c t i o n w ith each swimmer, r e s u l te d in d im in ish e d r a t e s o f o c c u rre n c e in th e in a p p ro p r ia te b e h a v io rs u n d er etutty-. D uring t h i s p r a is e and rep rim an d c o n d itio n, a p p ro x im a te ly o n e -h a lf o f th e in te r a c t io n s w ere p r a i s e s t a t e m en ts. The second e x p e rim e n ta l c o n d itio n em ployed th e u se o f a b e h a v io r game c a lle d " d i s q u a l i f i c a t i o n ", (p. 6) in w hich a m a te r ia l rew ard and v e r b a l re in fo rc e m e n t t o th e w inning team from th e coaches w ere c o n tin g e n t upon th e c o r r e c t re sp o n se s by each member o f th e team. T his b e h a v io r game c o n d itio n e x h ib ite d th e g r e a t e s t re sp o n se s u p p re s s io n. The e f f e c t o f fo u r ty p e s o f r e in f o r c e r s i n swimming w ere cont r a s t e d by R u s h a ll and P e ttin g e r (1 9 6 9 ). Camfcr, money, coach s a t t e n t i o n and an ach iev em en t b o ard w ere p re s e n te d a s consequences o f swimming la p s i n a s e t o rd e r and tim e p e r io d. The can^y and money had a s tr o n g e r e f f e c t upon work o u tp u t th a n th e o th e r two r e i n f o r c e r s. N o tic e a b le, though n o n - s ig n if ic a n t, tre n d s ap p eared i n th e r e a c tio n s o f th e v a rio u s age gro u p s to th e d i f f e r e n t r e i n f o r c e r s. The y o u n g e r group

22 r e a c te d s tro n g ly - to th e candy and money -while th e o ld e r group re sp o n d e d more f a v o ra b ly to th e c o a c h 's a t t e n t i o n and achievem ent b o a rd. J u s t as th e employm ent o f a to k e n -sy ste m has been e x te n s iv e ly i n v e s tig a t e d i n th e c la ssro o m s e t t i n g, H utchinson and S ie d en to p (1972) u n d e rto o k to t e s t th e f e a s i b i l i t y o f u t i l i z i n g to k en system s in a p t y s i c a l e d u c a tio n c la s s f o r m u ltip le han d icap p ed c h ild r e n. A d i c h o t - omous b e h a v io r was u t i l i z e d. A p p ro p ria te b e h a v io rs w ere d e fin e d a s a tte n d in g to th e a c t i v i t y a n d /o r te a c h e r, and p a r t i c i p a t i n g in th e a c t i v i t y in an a p p ro p ria te m anner. The to k en system was found t o be e f f e c t i v e in m odifying and m a in ta in in g a p p ro p r ia te b e h a v io rs in a p h y s ic a l e d u c a tio n c l a s s f o r d e a f - r e ta rd e d c h ild r e n. B ecause o f h is s c e p tic is m o f th e t r a d i t i o n a l p ro c e s s e s o f p ro d u c in g s te re o ty p e s o f coaches and a t h l e t e s, i. e. p e r s o n a lity a s s e s s m ents and is o l a t e d im p re ssio n s used to in d ic a te g e n e ra l b e h a v io r d e s c r i p t io n s, R u sh a ll (1973b) employed d i r e c t o b s e r v a tio n a l p ro c e d u re s t o e v a lu a te b e h a v io r s c a le s w ith th e D alh o u sie Coach O b serv a tio n S c h e d u le and th e D a lh o u sie A th le te O b serv a tio n S c a le. T hese two s c a l e s d e f in e d p ro d u c tiv e b e h a v io rs t h a t would be e m itte d by coach and a t h l e t e. P r o d u c tiv ity was d e fin e d a s " th e p e rc e n ta g e o f tim e s p e n t i n a s p o r tin g environm ent in th e p u r s u it o f b e h a v io rs w hich a r e l i k e l y t o p ro d u ce sane b e h a v io r c h a n g e." (p. 3) The re s e a r c h was conducted in s e v e r a l environm ents in v a rio u s s p o r ts, (men and women's b a s k e tb a ll, i c e h o ck ey, m en's v o l l e y b a l l, sy n c h ro n ized swimming, and C anadian f o o t b a l l ). In th e a t h l e t e a n a ly s is, one "good" and one "poor" p e rfo rm e r i n th e same environm ent w ere observ ed in a " q u a s i yoked" m anner. I t was fo u n d t h a t "good" a t h l e t e s w ere c o n s i s t e n t l y more p ro d u c tiv e th a n

poor" a t h l e t e s d u rin g th e same t o t a l span o f o b s e rv a tio n tim e. In a l l e n v iro n m e n ts, coaches and a t h l e t e s v a rie d in t h e i r p r o d u c t i v itie s from day t o day and th e r e were la r g e v a r ia tio n s betw een in d iv id u a ls in each s p o r t. The a t h l e t e s v a r ie d t h e i r c a te g o ry f re q u e n c ie s and ran k in g s in d e p e n d e n tly o f th e b e h a v io r p a tte r n s o f t h e i r c o a c h e s. R u sh all conc lu d e d t h a t MThe r e s u l t s d i r e c t l y c o n f l i c t w ith th e a s s e r tio n s o f th o s e who u s e p e r s o n a lity and a t t i t u d e in v e n to r ie s and who c la im c o n s is te n t b e h a v io r te n d e n c ie s in th e r e s u l t s o f t h e i r s t u d i e s." (p. Ill) T eacher-c oach B eh av io r J u s t as th e s k i l l and s o c i a l b e h av io rs o f a t h l e t e s and s tu d e n ts have been a n a ly z e d so have some r e s e a r c h e rs tu rn e d t h e i r a tte n tio n t o th e a n a ly s is and m o d ific a tio n o f te a c h e r - tr a in e e /c o a c h b e h a v io rs. A com petency-based p r e s e r v ic e e le m e n tary p h y s ic a l e d u c a tio n program was compared t o a c o n v e n tio n a l program by C ra in (1 9 7 3 ). The r e s u l t s I n d ic a te d t h a t th e com petency-based gro u p, b o th th e te a c h e rs and t h e i r p u p ils, perform ed b e t t e r on th e knowledge t e s t and th e AAHFER F itn e s s T e s t. The e x p e rim e n ta l g roup te a c h e rs p erfo rm ed b e t t e r on te a c h in g s k i l l s ( b e h a v io r s ). R ife (1973) found t h a t m odeling and feedback w ere e f f e c tiv e i n c h an g in g te a c h e r b e h a v io rs. He concluded t h a t th e s e d e s ir a b le changes in te a c h in g b e h a v io rs m a in ta in e d an e x is tin g h ig h l e v e l o f a p p ro p ria te p u p il b e h a v io r s. I n a stucfy- t y M aceachem (1972) e ig h t s tu d e n t te a c h e rs ware a n a ly z e d on seven c a te g o r ie s o f b e h a v io r a c c o rd in g t o th e D alhousie T each e r O b serv a tio n S c h e d u le. VJhen th e s tu d e n t te a c h e r s re c e iv e d

feedback th e y changed t h e i r b e h a v io r b u t in a c t i v i t i e s and c la s s e s "where no consequences w ere p ro v id ed th e s tu d e n t te a c h e r s ' b e h a v io rs d id n o t c h an g e. In an e f f o r t to d e te rm in e th e e x te n t to w hich a b e h a v io r fo c u s i n p h y s ic a l e d u c a tio n te a c h e r t r a i n i n g la e f f e c t i v e i n th e a c q u is itio n o f a p p ro p ria te te a c h in g b e h a v io rs, Hughley (1973) exam ined th e d i f f e r e n c e s betw een r a t e s o f te a c h e r b e h a v io r d u rin g th e b a s e lin e and i n t e r v e n tio n in w hich th e s u b je c ts w are g iv en d ir e c te d in f o n n a tio n feed b ack. The to o l used to a s s e s s th e s tu d e n t te a c h e r b e h a v io rs was th e O.S.U. (O hio S ta te U n iv e rs ity ) Teacher B e h av io r S c a le (S ie d e n to p and H ughly, i n p r e s s ) in w hich e ig h t c a te g o r ie s were d e fin e d. The r e s u l t s showed t h a t b e h av io r changes were o b serv ed and re c o rd e d and t h a t d ir e c te d in fo n n a tio n feedback when g iv en on s p e c if ic b e h a v io rs c a n e f f e c t b e h a v io r changes i n p h y s ic a l e d u c a tio n t e a c h e r s. The p re c e d in g two exam ples s e rv e to d e m o n stra te th e e f f ic a c y o f a p p lie d b e h a v io r a n a ly s is f o r ch an g in g b e h a v io r i n th e p r a c t ic e te a c h in g e x p e rie n c e. R u s h a ll (1973) re p o rte d a stu d y in w hich a swirrming coach re q u e s te d some a s s i s t a n c e to make h im s e lf a b e t t e r and more e f f e c t i v e c o a c h. The c o a c h 's b e h a v io r was o b serv ed and re c o rd e d w ith th e use o f th e D alh o u sie Coach O b serv a tio n S c a le and th e r e s u l t s showed t h a t th e coach d is p la y e d p re d o m in an tly n e g a tiv e and c r i t i c a l b e h a v io rs. In s ta n c e s o f feed b ack and rew ard w ere r a r e l y o b se rv e d. A r e p e r t o ir e o f rew arding and feedback b e h a v io rs and a p p ro p r ia te v o c a b u la r ie s w ere developed f o r th e coach to u s e. The stu d y was u n d e rta k e n o v e r a p e rio d o f s e v e r a l m onths and perm anent e f f e c t i v e changes w ere a c h ie v e d. T his a p p lic a tio n o f a p p lie d b eh av io r a n a ly s is p re s e n te d a m ethod fo r

25 a llo w in g s e l f - e v a l u a tio n o f b e h av io rs a s w e ll as d e v elo p in g b e h a v io rs th ro u g h s e lf - a d m in is te r e d c o n tin g e n c ie s. T h is e x p e rim e n te r d e v ised a stu ^ y to f u r t h e r i n v e s tig a te th e use o f b e h a v io r m o d if ic a tio n te c h n iq u e s to a p a r t i c u l a r s p o r t enviro n m en t w hich would stu d y th e d e g re e to w hich a fem ale b a s k e tb a ll c o a c h 's b e h a v io r co u ld be m o d ifie d and to o f f e r ev id en ce a s t o w h eth er th e changes i n h e r r e p e r t o i r e o f b e h a v io rs would a f f e c t a spectrum o f b e h a v io rs 1* h e r b a s k e t b a ll team mem bers.

CHAPTER H I PROCEDURES T h is s tu d y was d iv id e d i n t o two p h a se s, each c o n s is tin g o f a s e r i e s o f i n te r v e n tio n s, on a d u a l- b a s e lin e d e sig n ( H a ll, 1 9 7 1 ). F o llo w in g th e b a s e lin e re c o rd in g, Phase I c o n s is te d o f in te r v e n tio n s on th e t a r g e t b e h a v io rs o f th e coach and c o n tin u ed r e c o rd in g o f th e p e rfo rm e rs 1 b e h a v io rs. In Phase I th e p e rfo rm e rs ' b e h a v io rs w ere re c o rd e d and o b serv ed t o se e i f any g e n e ra l change in p e rfo rm e r b e h a v io r o c c u rre d a s a r e s u l t o f th e g e n e ra l change in th e c o a c h 's b e h a v io r. In Fhase I I, th e coach was made aw are o f th e ta r g e te d p la y e r-b e h a v io rs t h a t had n o t been a f f e c te d i n Phase I and used h e r newly m o d ified b e h a v io r to s p e c i f i c a l l y change p e rfo rm e r b e h a v io r. D e f in itio n s The te rm in o lo g y p e r t i n e n t to t h i s stu d y i s a s fo llo w s i B eh av io r - R e fe rs t o th e th in g s t h a t people do t h a t a re o b s e rv a b le and c a p a b le o f r e l i a b l e m easurem ent. O p eran t B eh av io r - R e fe rs t o a l l b e h a v io rs whose developm ent h as been p rim a r ily in flu e n c e d ty e v e n ts w hich fo llo w them. B eh av io r M o d ific a tio n - R e fe rs to th e use o f th e p r i n c i p le s o f o p e ra n t p sychology to change b e h a v io r. 26

E vent R ecording - R e fe rs to th e fre q u e n c y c o u n t o f a s p e c if ic b e h a v io r a s i t o c c u rs. D u ra tio n R ecording - R e fe rs to th e e la p s e d tim e o f th e o c c u rre n c e o f a s p e c i f i c b e h a v io r. I n t e r v a l R ecording - R e fe rs to th e d iv is io n o f th e o b s e rv a tio n s e s s io n d iv id e d in to e q u a l tim e f o r th e purpose o f re c o rd in g b e h a v io r s. Op e ra n t L evel - R e fe rs t o th e r a t e o f b e h a v io r re sp o n se s o c c u rrin g b e fo re m o d ific a tio n i s a tte m p te d, F lach eck - (P lanned A c tiv ity Check) A t g iv en i n te r v a l s th e o b s e rv e r c o u n ts a s q u ic k ly a s p o s s ib le how many in d iv id u a ls a re engaged i n a s p e c if ie d b e h a v io r, re c o rd in g th e t o t a l. B a s e lin e - R e fe rs t o a p r e - in te r v e n tio n re o o rd o f a b e h a v io r. I n te r v e n tio n - The in tr o d u c tio n o f an in d ep e n d en t v a r ia b le in a n a tte m p t t o m odify b e h a v io r. D ire c te d In fo rm a tio n Feedback - A know ledge o f perform ance g iv e n t o th e s u b je c t th ro u g h v e r b a l i n s t r u c t i o n, g ra p h s, and c u e s. R e l i a b i l i t y - R e fe rs t o th e degree to w hich in d ep e n d en t o b s e rv e rs a g re e on w hat th e y have observed i n th e same s u b je c t d u rin g th e same o b s e rv a tio n p e r io d. S u b je c ts The s u b je c ts w ere a young fem ale b a s k e tb a ll coach and h e r c o lle g e j u n i o r - v a r s i t y team, and f o u r random ly s e le c te d team mem bers. The coach was a s e n io r s tu d e n t i n c o lle g e who had v o lu n te e re d t o coach th e j u n i o r - v a r s i t y team f o r th e e x p e rie n c e. She had a lre a d y com pleted h e r s tu d e n t te a c h e r e x p e rie n c e and w anted a d d itio n a l e x p e rience i n th e a t h l e t i c e n v iro im e n t. She h ad p r e v io u s ly been a member

28 In th e v a r s i t y l e v e l o f b a s k e tb a ll c o m p e titio n d u rin g b o th h e r h ig h s c h o o l and c o lle g i a te c a re e r* Hie coach had had no ex p o su re t o th e p r i n c i p le s o f a p p lie d b e h a v io r a n a ly s is p r i o r to t h i s in v e s tig a t i o n. The fo u r team members w ere members o f th e j u n io r - v a r s i ty b a s k e t b a l l sq u a d. The coach was a sk e d, p r i o r to th e b e g in n in g o f th e stucty, t o ra n k th e team members a s t o h e r e x p e c ta tio n s, h ig h o r low, and th e n two p a r t i c i p a n t s from each " l e v e l o f e x p e c ta tio n " w ere random ly s e l e c t e d. S u b je c t one was a ju n io r and i t was h e r f i r s t y e a r o f i n t e r c o l l e g i a t e b a s k e tb a ll c o m p e titio n. She was c l a s s i f i e d in th e low e x p e c ta tio n l e v e l. S u b je c t two was a sophomore w ith one y e a r o f i n t e r c o l l e g i a t e b a s k e tb a ll e x p e rie n c e and was g iv en a r a t i n g o f low e x p e c ta t i o n. S u b je c ts th r e e and f o u r w ere b o th freshm en and ranked h ig h i n e x p e c ta tio n ty th e coach. S p o rt E nvironm ent The s p o r t environm ent was a women's i n t e r c o l l e g i a t e b a s k e tb a ll team d u rin g a tw elve-w eek s e a s o n. The squad c o n s is te d o f tw e lv e memb e rs u n d e r th e t u te la g e o f one coach and two m a n a g e rs. P r a c tic e s w ere h e ld r e g u la r ly Monday th ro u g h T hursday and o c c a s io n a lly on Sunday f o r a tw o -h o u r p e rio d * The t o t a l number o f p r a c t ic e s d u rin g th e stu d y was 28 com bined w ith a six -g am e i n t e r c o l l e g i a t e s c h e d u le. The fo rm a t and se q u en c e o f each p r a c tic e u s u a lly in c lu d e d warm-up d r i l l s, i n s t r u c t i o n and s k i l l w ork, scrim m age, and f re e -th r o w p r a c t i c e. The O bservers Four fem ale o b se rv e rs w ere h ire d ty th e e x p e rim e n te r t o a tte n d th e t r a i n i n g s e s s io n s and th e sch ed u led b a s k e tb a ll p r a c t i c e s. These

29 f o u r o b se rv e rs w ere u p p e rc la s s c o lle g e s tu d e n ts who h ad p re v io u s ly ta k e n a p h y s ic a l e d u c a tio n c o u rse in w hich th e y le a rn e d th e p r i n c i p le s o f a p p lie d b e h a v io r a n a l y s i s. Two o f th e o b se rv e rs c o n c e n tra te d on th e o b s e rv a tio n o f th e c o a c h s b e h a v io rs and th e o th e r two w ere re s p o n s ib le f o r o b s e rv a tio n o f th e p e rfo rm e rs 1 b e h a v io rs. D uring th e t r a i n in g s e s s io n s and th e days on w hich r e l i a b i l i t y checks w ere sc h ed u le d, a l l fo u r o b s e rv e rs were on d u ty. On a l l o th e r d a y s, one r e c o r d e r f o r coach b e h a v io r and one re c o rd e r f o r p e rfo rm e rs ' b e h a v io r were p r e s e n t. Coach B ehavior B ehavior D e f in itio n s and O b serv a tio n P ro c ed u re s B e h a v io ra l d e f i n i t i o n s, The b e h a v io rs e m itte d by th e coach w ere d iv id e d i n t o se v en c a te g o r ie s and d e fin e d a s 1 ) m a n a g e ria l e v e n ts, 2 ) m o n ito rin g, 3 ) no a c t i v i t y, h) s k i l l a tte m p t, p o s i t iv e in fo rm a tio n feed b ack, $) s k i l l a tte m p t, n e g a tiv e in fo rm a tio n feed b a c k, 6 ) p o s itiv e r e a c tio n t o o n - ta s k b e h a v io r, and 7) n e g a tiv e r e a c tio n to o f f - t a s k b e h a v io r (1 1 9 ), The b e h a v io r c a te g o r ie s d e s c rib e d i n d e t a i l a r e t C ategory 1. M an ag erial e v e n ts - R e fe rre d t o coach b e h a v io rs t h a t p ro v id e d a d is c r im in a tiv e s tim u lu s fu n c tio n i n d i r e c t l y r e l a t e d t o le a r n in g. T his in c lu d e d e s t a b l is h i n g o rd e r, d i r e c tin g th e p la y e r s to change a c t i v i t i e s, and g iv in g d i r e c tio n s f o r equipm ent, e t c. I t a ls o in c lu d e d r o l l ta k in g, m arking down perform ance sc o re s, and o th e r form s o f re c o rd keeping d i r e c t l y r e l a t e d t o c u r r e n t b e h a v io r o f s t u d e n ts. These b e h a v io rs w ere p rim a rily coach i n i t i a t e d

( d is c rim in a tiv e fu n c tio n ) and w ere n o t coach r e a c tio n s t o p la y e r d is tu rb a n c e s (c o n s e q u e n tia l fu n c tio n )* T h is behavi o r was observ ed ty e v e n t re c o rd in g. C ateg o ry 2. M o n ito rin g - R e fe rre d to w a tch in g th e sq u ad a s a w hole, a s u b s e t o f th e squad, o r an in d iv id u a l s t u d e n t. No v e rb a l o r n o n -v e rb a l i n t e r a c t i o n occurred* T h is b e h a v io r was o b se rv ed ty d u ra tio n r e c o r d in g. C ateg o ry 3. No a c t i v i t y - R e ferred t o a l l coach b e h a v io rs in w hich v i s u a l c o n ta c t was b ro k en and no v e rb a l o r n o n -v e rb a l i n t e r a c t i o n o c c u rre d. In c lu d e d lo o k in g o u t th e windows, b e in g o u t o f th e gym, t a l k i n g t o n o n -p la y e rs, and re c o rd k e e p in g n o t d i r e c t l y r e l a t e d to im n e d ia te b e h a v io r o f team mem bers. T h is b e h a v io r was o bserved t y d u r a tio n r e c o r d in g. C ategory lw S k i l l a tte m p t, p o s itiv e IF - R e fe rre d t o a l l p o s itiv e v e r b a l and n o n -v e rb a l coach r e a c tio n s t o an a p p ro p ria te s k i l l a tte m p t by a team member. The coach open ly demons t r a t e d p le a s u re w ith th e s k i l l b e h a v io r o f an in d iv id u a l. I t conveyed more th a n a " t h a t 's r i g h t, go on" s ta te m e n t. I t conveyed a p o s i t iv e f e e l i n g. I t c o u ld have been v e r b a l ( e.g. "Team sto p! R uth j u s t made a f in e d e fe n siv e move and I w ant you to se e I t. " ) o r i t co u ld have been nonv e r b a l ( e.g. e x c ite d c la p p in g ). T his c a te g o ry in c lu d e d s coach feed b ack f o r s tu d e n t answ ers a b o u t s k i l l s and s t r a t e g i e s. Exam ples in c lu d e a c o a c h 's r e in f o r c in g b e h a v io r such a s a p a t on th e back o r e x p re s s io n l i k e " a b e a u t i f u l job" and " e x c e lle n t" fo llo w in g a s t u d e n t's

e f f o r t s to p erfo rm a s k i l l. T h is b e h a v io r was observed ty e v e n t r e c o rd in g. C ategory S k i l l a tte m p t, n e g a tiv e IF - R e fe rre d to a l l n e g a tiv e v e r b a l and n o n -v e rb a l coach r e a c tio n s to an a p p ro p ria te s k i l l a tte m p t t y a team member, in c lu d in g c o r r e c tiv e fe e d b a ck. I t d id n o t n e c e s s a r ily im ply a p u n ish in g o r mena c in g to n e. An exam ple i s a c o a c h 's r e a c tio n such as "No, t h a t i s n o t i t " o r "You can do b e t t e r th a n t h a t " fo llo w in g a p l a y e r 's e f f o r t s t o e x ecu te a s k i l l. C o rre c tiv e fe e d back r e f e r r e d t o s ta te m e n ts such as "Your hands were to o h ig h " o r "Your knees were b e n t". T h is b e h a v io r was o b serv ed t y e v e n t r e c o rd in g. C ateg o ry 6 P o s itiv e r e a c t i o n t o o n -ta s k b e h a v io r - R e fe rre d to a l l p o s itiv e v e r b a l and n o n -v e rb a l coach r e a c tio n s t o o n -ta s k p la y e r b e h a v io rs o th e r th a n s k i l l a tte m p ts. The coach o p en ly d e m o n stra te d p le a s u re w ith th e group o r in d iv id u a l. I t conveyed a p o s i t i v e f e e lin g. An exam ple w ould be a s ta te m e n t such as "Thank you f o r y o u r a tte n t i o n " fo llo w in g a s t u d e n t 's a t t e n t i v e b e h a v io r. T h is b e h a v io r was observ ed by e v e n t r e c o rd in g. C a te g o ry 7 N egativ e r e a c t i o n to o f f - ta s k b e h a v io r R e fe rre d to a l l n e g a tiv e v e r b a l and n o n -v e rb a l coach r e a c tio n s t o o f f - ta s k p la y e r b e h a v io r. An example i s & s ta te m e n t su ch a s " S ta y i n l i n e " fo llo w in g a s t u d e n t 's b e in g o u t o f l i n e. A coach s t a r i n g s ile n c e fo llo w in g a s t u d e n t 's d is r u p t iv e b e h av io r

32 i s a n o n -v e rb a l exam ple. T his b e h a v io r was o b serv ed by- e v e n t r e c o r d in g. R ecording p ro c e d u re and equipm ent. A c a s s e t t e ta p e was p ro grammed to be d iv id e d i n t o e q u a l tim e i n t e r v a l s o f f iv e m in u te s. At th e sound o f a s in g le buzz th e o b se rv e rs were to commence re c o rd in g. A t th e end o f th e f i v e m in u tes a d o u b le-b u zz s ig n a l was h eard and th e o b se rv e r was g iv e n a o n e-m in u te r e s t b e fo re th e n e x t re c o rd in g i n te r v a l w ould b e g in. O b serv a tio n s were made f o r te n fiv e -m in u te i n t e r v a l s d u rin g each p r a c t ic e s e s s io n. The a p p a ra tu s u sed f o r re c o rd in g th e b e h a v io rs was th e R u strak E vent R e co rd e r (A p o r ta b le re c o rd in g a p p a ra tu s, 1972) w ith e ig h t c h a n n e ls. The e v e n ts and d u ra tio n s w ere re c o rd e d on p r e s s u r e - s e n s itiv e c h a r tin g p a p e r by th e in d iv id u a l e v e n t p e n s. Each tim e th e o b se rv e r saw an e v e n t b e h a v io r sh e was i n s t r u c t e d to push th e a p p ro p r ia te b u t to n, and i f i t was a d u r a tio n b e h a v io r, she was re q u ire d to h o ld down th e b u tto n u n t i l th e b e h a v io r c e a se d. D uring th e t r a i n i n g s e s s io n and th e r e l i a b i l i t y c h e c k s, th e coach o b s e rv e rs u t i l i z e d a m o d ified form o f th e OSU T eacher B ehavior S c a le R a tin g Form (se e page 33)* The coach o b s e rv e rs w ere a d v ised to become f a m i lia r w ith th e se v en b e h a v io r c a te g o r ie s t h a t were d e s ig n a te d to be o b se rv e d. They w ere in s tr u c te d to se c u re th e ta p e r e c o r d e r, ta p e c a r t r id g e, e arp h o n es, and R u stra k e v e n t r e c o r d e r b e fo re e n te r in g th e p r a c t ic e s e s s io n. Once in s id e th e gymnasium th o y w ere to ld t o be u n o b tru siv e a s p o s s ib le, n o t t o i n t e r a c t w ith th e p e rfo rm e rs, and t o p o s itio n th em selv es s o t h a t th e

33 COACH BEHAVIOR RATING SCALE O bserver D ate Time B ehav io r C ategory R ecording by $ m inute i n t e r v a l s T o ta l 1. M an ag erial E vent 2. M o n ito rin g D u ra tio n 3. No A c tiv ity D u ra tio n lu S k i l l a tte m p t p o s i t iv e IF E vent 5. S k i l l a tte m p t n e g a tiv e IF E vent 6. O n -task p o s i t i v e r e a c tio n E vent 7. O f f - ta s k negat i v e r e a c t i o n E vent

3U c o a c h 's b e h a v io rs c o u ld be c o n s ta n tly v i s i b l e and a u d ib le. They w ere made aw are t h a t i t was im p e ra tiv e f o r them t o be a t t h e i r s t a t i o n e a r l y so t h a t th e y w ould s t a r t re c o rd in g im m ediately whan th e J u n i o r - v a r s ity p r a c t i c e s t a r t e d. P a r t i c i p a n t B ehaviors The a n a ly s is o f th e p e rfo rm e r b e h a v io rs se rv e d a s an a sse ssm e n t o f th e n a tu r e o f p a r t i c i p a t i o n in a b a s k e tb a ll t r a i n i n g s e s s io n. The a n a ly s is fo c u se d on th e 1) le n g th o f m a n a g e ria l e p is o d e, 2) am ount o f p a r t i c i p a t i o n, 3 ) l e v e ls o f e f f o r t a p p lie d t o p e rfo rm in g a d e fin e d ta s k, h) i n t e r p e rs o n a l r e a c t i o n s, and 5) perform ance s k i l l s. The C a te g o ry 1. p e rfo rm e rs ' b e h a v io rs in d e t a i l are* M an ag erial e p is o d e s - R e fe rs to th e la p s e o f tim e from th e o c cu rren c e o f a m a n a g e ria l b e h a v io r e m itte d by th e coach t o th e s t a r t o f th e n e x t a c t i v i t y. The n e x t a c t i v i t y may have been in p u t o r feed b ack by th e c o ach, th e b e g in n in g o f a s p e c i f i c d r i l l in w hich a t l e a s t 80 p e r c e n t o f th e team members were a c t i v e, o r th e b e g in n in g o f a scrim m age. The re c o rd e d d u r a tio n o f t i n e from th e s t a r t o f th e e p iso d e u n t i l th e e p iso d e was te rm in a te d was c a l le d re sp o n se la te n c y. C a te g o ry 2* A. P a r t i c i p a t i o n, n o n - p a r tic ip a tio n The a t h l e t e was e x e c u tin g a p h y s ic a l a c t i v i t y whose aim was t o in c r e a s e th e l e v e l o f p erfo rm an ce o f th e p a r t i c i p a n t ( i. e. p a r t i c i p a t i n g i n d r i l l s, p a r t i c i p a t i n g in c o n d itio n in g e x e r c i s e s, p a r t i c i p a t i n g in an in te r - s q u a d scrim m ag e).

P a r t ic ip a t io n f o r th e te n -se c o n d i n t e r v a l was re c o rd e d as P. F o r n o n - p a r tic ip a tio n th e o b s e rv e r re c o rd e d an N. B. F lacheck - D uring th e te n -seco n d i n t e r v a l th e o b se rv e r scanned th e gymnasium from l e f t to r i g h t and re c o rd e d th e number o f p a r t i c i p a n t s engaged In a p h y s ic a l a c t i v i t y whose aim was to in c re a s e th e l e v e l o f perform ance o f th e p a r t i c ip a n ts C ateg o ry 3* E f f o r t - T h is r e f e r r e d to the l e v e l o f e f f o r t th e a t h l e t e a p p lie d to p e rfo rm in g a d e fin e d ta s k such as p r a c tic in g a s k i l l o r fo llo w in g a c o n d itio n in g program. T h is was an e s tim a te o f how h a rd th e p e rso n was w orking d u rin g th e t e n - second in te r v a l* (a ) Maximum - T his im p lie d t h a t th e o b s e rv e r c o n sid e re d th e l e v e l o f e f f o r t t o be maximum o r v e ry h ig h. I t was n o t obvious t h a t th e p e rfo rm e r was sa v in g any e f f o r t p o t e n t i a l. The o b se rv e r would mark M f o r t h i s e s tim a te. (b) A dequate - T his im p lie d t h a t th e o b se rv e r c o n sid e re d th e l e v e l o f e f f o r t t o be a d e q u a te ; i. e. i t was n e ith e r maximal n o r m in im al. The o b se rv e r m arked S f o r t h i s e s t i m ate. (c ) In a d e q u a te - T h is im p lie d t h a t th e o b se rv e r c o n sid e re d th e l e v e l o f e f f o r t t o be in a d e q u a te ; i. e. i t was below s a t i s f a c t o r y ; th e p e rfo rm er appeared to be l o a f i n g. An I was re c o rd e d f o r t h i s e s tim a te. C ateg o ry U. P e rfo rm e r i n t e r a c t i o n - The a t h l e t e in te r a c te d v e rb a lly o r

36 n o n -v e rb a lly w ith a n o th e r p e rfo rm e r o r th e g roup w ith in th e te n -s e c o n d i n te r v a l. (a ) P o s itiv e - The a th l e t e i n te r a c t e d v e r b a lly o r nonv e r b a lly w ith a n o th e r a t h l e t e o r group tv p ro v id in g encouragem ent, p o s itiv e s a n c tio n, feedback, o r p le a s a n t c o r r e c t i o n. N o n -v erb al p o s i t i v e in te r a c tio n may have in c lu d e d an enco u rag in g a c t i o n, c la p p in g o f h a n d s, a "thum bs-up" s i g n a l, e t c. A p lu s (+) was re c o rd e d f o r t h i s b e h a v io r. * (b ) N eg ativ e - The a th l e t e i n te r a c t e d w ith a n o th e r a t h l e t e o r g roup v e r b a lly o r n o n -v e rb a lly w ith in th e te n -s e c o n d i n t e r v a l. V e rb a lly, th e a t h l e t e may have conveyed a n i m o sity o r d is p le a s u r e in th e to n e and c o n te n t o f th e conf r o n t a t i o n. N o n -v erb al i n t e r a c t i o n c o n s is te d o f a p h y s ic a l g e s tu re d is p la y e d in a n e g a tiv e m anner. A m inus ( - ) was re c o rd e d f o r t h i s b e h a v io r. (c ) No i n t e r a c t i o n - A z e ro (0 ) was re c o rd ed f o r t h i s b e h av io r* C ategory $, Perform ance s k i l l s - (a ) S h o o tin g p e rc en ta g e - R e fe rre d to th e number o f g o a ls a tte m p te d and s h o ts made d u rin g th e in te r - s q u a d scrimmage* The o b se rv e r re c o rd e d a l l o f th e b a sk e ts a tte m p te d t y th e a t h l e t e and c i r c l e d th o se s h o ts t h a t were m ade. (b) Rebounding - R eferred to a l l o ffe n s iv e and d e fe n s iv e rebounds se c u re d by th e a t h l e t e. Those d a ta w ere c o lle c te d by e v e n t re c o rd in g during th e in te r-s q u a d scrim m age*

37 (c) T u rn o v ers - R e fe rre d to th e a t h l e t e b e in g re s p o n s ib le f o r a l o s s o f p o s s e s s io n o f th e b a l l w ith o u t a g o a l a tte m p t ( t i e - b a l l, i l l e g a l d r ib b le, t r a v e lin g, and a p o o r p a s s ). T his b e h a v io r was observed by e v e n t r e c o r d in g. R ecording p ro c e d u re and equipm ent. A c a s s e t t e ta p e was programmed to be d iv id e d i n t o e q u a l tim e i n t e r v a l s o f te n se c o n d s. A s in g le buzz would sound t o s ig n a l th e s t a r t o f re c o rd in g f o r te n seconds and a double buzz s i g n a l w ould in d ic a te t o s to p o b se rv in g and re c o rd f o r f i v e s e c o n d s. Thus, o b s e rv a tio n s were made f o r te n seconds and th e n re c o rd e d f o r f iv e seco n d s d u rin g th e s k i l l, d r i l l, and i n s t r u c t i o n a l phase o f th e p r a c tic e s e s s io n. A s p e c i f i c d a ily re c o rd s h e e t was d e s ig n e d f o r t h i s r e c o r d in g. (See page 3 9 ) The o b se rv e r w atched s u b je c t one f o r te n seco n d s and re c o rd e d f o r f i v e seconds and th e n s h i f t e d a t t e n t i o n to s u b je c t tw o, w atched f o r te n se c o n d s and re c o rd e d f o r f i v e seco n d s; w atched s u b j e c t th r e e and r e c o rd e d ; w atched s u b j e c t f o u r and re c o rd e d ; and th e n tu rn e d h e r a t t e n t i o n b a ck t o s u b je c t one, e t c. T his p ro c e d u re o f i n t e r v a l re c o rd in g a llo w e d each s u b je c t t o b e o b serv ed f o r te n seconds e ach m in u te. A f te r e v e ry e i g h t i n t e r v a l s (a p p ro x im a te ly e v e ry two m in u te s) th e o b s e rv e rs were i n s t r u c t e d t o ta k e a "F la ch e ck 11 on th e num ber o f team members a c t iv e l y p a r t i c i p a t i n g. D uring th e te n -se c o n d i n t e r v a l th e o b s e rv e r would sc a n th e p la y in g a re a and c o u n t how many team members w ere a c t i v e l y p a r t i c i p a t i n g and re c o rd i t on th e d a ily re c o rd form. (See page 39)

38 REFORMER BEHAVIOR RATING SCALE Placheks S1 S2 S3 St # p r e s e n t 2 3 h 5 6 7 8 9 10 11 12 13 lu 15 16 CODE P a r t i d e a t i o n - P E f f o r t N o n -P a rtic ip a tio n - N Maximum M A dequate - S I n t e r a c t io n In ad e q u ate - I P o s itiv e - (+) N egativ e - ( ) No I n t e r a c t i o n (0 )

39 When th e coach s ig n a le d t h a t an in te r - s q u a d scrimmage would b e g in, th e p e rfo rm e r o b se rv e rs w ere i n s t r u c t e d to la y a s id e t h e i r p r e s e n t r a t i n g s h e e t and tu r n to th e r a t i n g s h e e t d e sig n e d s p e c i f i c a l l y f o r th e scrim m age * (Sea page UO) T h is scrimmage re c o rd in g c o n tin u e d u n t i l th e end o f th e p r a c tic e s e s s io n. The p e rfo rm e r o b s e rv e rs w ere a d v is e d to become f a m ilia r w ith th e b e h a v io rs t h a t w ere to be re c o rd e d. They were in s tr u c te d to s e c u re th e ta p e r e c o r d e r, ta p e c a r t r i d g e, e a rp h o n e s, p e n c il, c l i p b o a rd, and th e tw o d a ily re c o rd in g s h e e t s. Once in s id e th e gymnasium, th e y w ere t o ld to be u n o b tru s iv e a s p o s s ib le, n o t to i n t e r a c t w ith th e p e rfo rm e rs, and to p o s itio n th e m se lv e s so t h a t th e fo u r s e le c te d s u b je c ts co u ld be seen and h e a rd a t a l l tim e s. The o b s e rv e rs w ere made aw are t h a t i t was im perat i v e f o r them t o be a t t h e i r s t a t i o n e a r l y so t h a t th e y c o u ld s t a r t re c o rd in g im m ediately when p r a c t ic e s t a r t e d. E s ta b lis h in g R e l i a b i l i t y The t r a i n i n g s e s s io n s f o r th e fo u r o b se rv e rs w ere co n d u cted u s in g a c o lle g e v a r s i t y b a s k e tb a ll coach and h e r team. A f te r each s e s s io n th e o b s e rv e rs would r e t i r e to an i s o l a t e d a re a to compare t h e i r r a t i n g s and t o d is c u s s d i f f e r e n c e s. The t r a i n in g c o n tin u e d u n t i l th e r e l i a b i l i t y was above th e a c c e p te d l e v e l o f 80 p e r c e n t f o r e ach behavi o r c a te g o ry. A t o t a l o f f iv e s e s s io n s was conducted f o r th e c o a c h 's b e h a v io r re c o rd in g and fo u r s e s s io n s f o r th e p e rfo rm e r b e h a v io r re c o rd in g.

to SORB3IAGE FATIMO SHEET D ate D u ratio n o f Scrimmage -E v e n t R eco rd in g - 1, S h o o tin g P e rc e n ta g e s : 2, Rebounding* 3. T u rn -o v e rs : -R e c o rd in g - S h o o tin g P e rc e n ta g e s - Rocord # o f s u b je c t each tim e she a tte m p ts a g o a l and c i r c l e number i f made. R ebounding - R ecord # o f s u b je c t each tim e she s u c c e s s f u lly s e c u re s an o ffe n s iv e o r d e fe n siv e rebound. T u rn -o v e r P a r t i c i p a t i o n o f S u b je c ts (d u ra tio n re c o rd in g ) S u b je c t 1 S u b je c t 2 S u b je c t 3 S u b je c t t _

E x p erim e n tal P rocedure B a se lin e The o p e ra n t l e v e ls o f b o th th e coach and th e f o u r team members w ere re c o rd e d d u rin g th e b a s e lin e p e rio d. The b a s e lin e d a ta were re c o rd e d f o r sev en sc h e d u le d p r a c tic e s e s s io n s b e fo re e x p e rim e n ta l c o n d itio n s began. N e ith e r th e coach n o r th e p la y e rs w ere aw are o f th e t a r g e t b e h a v io rs t h a t were b ein g o b se rv e d. The coach was observed f o r th e re q u ir e d te n fiv e -m in u te i n t e r v a l s and th e p la y e rs th ro u g h o u t th e i n s t r u c t i o n a l and scrim m age p h ases o f th e p r a c t ic e s e s s io n s. Phase I Ih a s e I o f th e stuc y c o n s is te d o f a s e r i e s o f th r e e in te r v e n t i o n s on th e c o a c h 's b e h a v io r in w hich one o r two o f th e sev en c o a c h 's b e h a v io rs w ere s e le c te d f o r t a r g e t b e h a v io rs. The s in g le in d ep e n d en t v a r i a b le o f d ir e c te d in fo rm a tio n feedback was em ployed a t e ach i n t e r v e n tio n. The fe e d b a c k c o n s is te d o f i n s t r u c t i o n s, g ra p h ic fe e d b a c k, c u e in g and re in fo rc e m e n t, and g o a l s e t t i n g. The p erform ers* b e h a v io rs c o n tin u e d to be re c o rd e d in a b a s e lin e c o n d itio n. The s t r a t e g i e s f o r th e th r e e in te r v e n tio n s w ere a s fo llo w s* I n te r v e n tio n 1. I n te r v e n tio n 1 c o n s is te d o f in tro d u c in g th e coach to th e two t a r g e t b e h a v io rs, s k i l l a tte m p t- p o s itiv e in fo rm a tio n feed b ack (C ategory h) and s k i l l a tte m p t-n e g a tiv e in fo rm a tio n feedback (C ateg o ry $ ). The s t r a te g y o f I n te r v e n tio n 1 c o n s is te d o f d e fin in g th e two b e h a v io rs, g r a p h ic a lly show ing th e d a ta t o th e c o ach, and v e r b a l and w r i t t e n i n s t r u c t i o n s. The w r itte n i n s t r u c t i o n s to th e coach w ere a s fo llo w s *

You sh o u ld fo c u s on th in g s th e s tu d e n ts do w e ll r a t h e r th a n alw ays c o r r e c tin g e r r o r s. You sh o u ld u se m odeling w henever i t i s p o s s ib le so t h a t o th e r s tu d e n ts can se e t h i s in te rc h a n g e. Give r e in f o r e ament im m ed iately a f t e r p e rfo rm a n c e. Vary y o u r re in fo rc e m e n t - N on-verbal a. b. c. p a t on th e back c la p p in g hands s m ilin g V erb al a. b. c. d. e. f. a g r e a t p a s s, Jane you r e a l l y g o t o f f th e f l o o r t h a t tim e, E lle n b e a u t i f u l s h o t, G a il e x c e lle n t d e fe n s iv e m ore, P a t t i s p le n d id d e fe n s e, gang v e ry good, K ris, you k e p t y o u r eye on th e b a l l t h i s tim e g. h. i. j, k, g r e a t t h a t 's v e ry good th e o ffe n s e i s lo o k in g b e t t e r f a n t a s t i c p u r s u i t, M aureen t e r r i f i c fa k e, C a ro l 1, I n e v e r saw you jump s o h ig h, C a ro l m, p e r f e c t p la y

5. R e in fo rc e only th o se s k i l l b e h av io rs t h a t y ou w an t. Don t overdo! D o n 't be p h o ry l 6* F or th o s e p la y e rs who a re u n d e ra c h ie v e rs, use th e shaping p ro c e d u re. R ein fo rcem en t th ro u g h g ra p h ic feedback and v e r b a l p ra is e cont i n g e n t upon h e r perform ance was c o n s i s t e n t l y g iv en t o th e coach a f t e r each p r a c tic e s e s s io n fo llo w in g th e i n i t i a l in te r v e n tio n on C a te g o rie s h and 5. I n te r v e n tio n 2, The t a r g e t b e h a v io rs f o r I n te r v e n tio n 2 were th e p o s i t iv e r e a c t i o n to o n -ta s k (C ateg o ry 6) and n e g a tiv e r e a c tio n t o o f f - t a s k b e h a v io r (C ategory 7)* The s tr a te g y c o n s is te d o f p re s e n tin g th e coach w ith th e tw o t a r g e t b e h a v io rs by g iv in g t h e i r d e f i n i tio n s and v e r b a l exam ples, g ra p h ic perform ance r e s u l t s, and v e r b a l and w r itte n i n s t r u c t i o n s. The w r itte n i n s t r u c t i o n s to th e coach were* 1. You sh o u ld focus on th in g s th e s tu d e n ts do w e ll r a t h e r th a n alw ays c o rre c tin g in a p p r o p r ia te b e h a v io rs, 2. Use m odeling w henever p o s s ib le. 3. Give re in fo rc e m e n t im m ed iately a f t e r p e rfo rm an c e. U. R e in fo rc e only th o s e b e h a v io rs t h a t you w a n t. D o n 't o v erd o l Don t b e phony! $. Those p la y e rs who u s u a lly do n o t obey o r do n o t u s u a lly g iv e t h e i r com plete a t t e n t i o n - u se th e sh a p in g p ro cedure. 6. P r a is e th o se who a re w orking on t h e i r I n d iv id u a l s k i l l s. 7. V ary y o u r re in fo rc e m e n t -

hh Mon v e r b a l a* p a t on th e b a c k b. c. clap p in g hands sm iling V e rb a l a. S a lly, you r e a l l y a re h e lp in g th e team b* y o u r a t t i t u d e i s g r e a t today c. I a p p re c ia te y o u r a tte n tio n d* you have been w o rking v ery h a rd e. f. g. you a re g iv in g me 110 p e r c e n t t h a t 's th e way to g e t t h a t equipm ent o u t a l l those who hav e a tte n d e d a l l th e p r a c t ic e s c e r ta in ly d e s e rv e a p a t on the back h. thank you f o r com ing over q u ic k ly, now we can g e t t o work R e in fo rc e m e n t through g ra p h ic feedback and v e r b a l p r a is e contin g e n t upon h e r perform ance was c o n s i s t e n t l y given to th e coach a f t e r e a c h p r a c tic e fo llo w in g th e i n i t i a l in te r v e n tio n on C a te g o rie s 6 and 7. I n t e r v e n tio n 3. M anagerial e p is o d e s (C ategory 1 o f p a r t i c i p a n ts ' b e h a v io r s ), resp o n se l a t e n c i e s, m an agerial e v e n ts (C ateg o ry 1 o f th e c o a c h 's b e h a v io r s ) were th e t a r g e t b eh av io rs f o r I n te r v e n tio n 3* D e f in itio n s, g ra p h ic feedback, w r i t t e n and v e rb a l i n s t r u c t i o n s were g iv e n to th e c o a c h. The e x p e rim e n te r su g g e ste d a s p e c i f i c g o a l f o r th e s e b e h av io rs a s t h i s in te r v e n tio n was d is c u s s e d. The w r i t t e n sugg e s tio n s fo r t h i s in te r v e n tio n w ere a s follow s*

1* P o st y o u r p r a c tic e s c h e d u le, g iv in g tim e and -what fo llo w s n e x t. 2. A ssig n group i n t o two sq u ads so t h a t th ey b re a k up e a s i e r, 3* W henever th e team resp o n d s a p p r o p r ia te ly be s u re t o g iv e v e rb a l re in fo rc e m e n t. T h is can be done w ith in d iv id u a ls, sm a ll g ro u p s, o r a team as a w h o le, U. A d e f i n i t e s i g n a l f o r a sse m b lin g sh o u ld be d ev elo p ed. When changing a c t i v i t i e s, th e coach sh o u ld g a in a tte n t i o n w ith a d e s ig n a te d s ig n a l and g iv e c le a r and f u l l i n s t r u c t i o n s f o r the n e x t o r g a n iz a tio n a l p a t t e r n. 6. Use o f s to p w a tch. The coach can have a s to p w atch and re c o rd th e amount o f tim e i t to o k them to a sse m b le. Give th e team feed b ack a s to how th e y d id. 7. D o n 't overdo i t. D o n 't be phony. D o n 't u n d e re stim a te th e e f f e c t s o f some sim ple and s in c e r e words o f a p p r e c ia tio n. R ein fo rcem en t th ro u g h g ra p h ic feedback and v e rb a l p r a is e contin g e n t upon h e r perform ance was c o n s ta n tly g iv en to th e coach a f t e r each p r a c t i c e s e s s io n fo llo w in g th e i n i t i a l in te r v e n tio n on C a te g o rie s 1 o f th e p a r t i c i p a n t s ' b e h a v io rs and C ategory 1 o f th e c o a c h 's b e h a v io rs. Phase H P hase I I o f th e s tu d y c o n s is te d o f two in te r v e n tio n s. Each i n te r v e n tio n was accom panied w ith d i r e c t in fo rm a tio n feedback to th e coach o f th e t a r g e t b e h a v io rs o f th e g ro u p and in d iv id u a l s u b j e c t s ' b e h a v io r a n a l y s i s. A t t h i s p o in t o f th e e x p e rim e n ta l c o n d itio n s, th e c o a c h 's b e h a v io r became th e in d ep e n d en t v a r i a b le and th e p e rfo rm e rs '

U6 b e h a v io r becane th e dep en d en t v a r i a b l e. A t no tim e d u rin g th e i n v e s tig a t i o n d id th e p e rfo rm e rs know who o r w hat b e h a v io rs w ere b e in g re c o rd e d. The o b se rv e rs c o n tin u e d to re c o rd th e coach b e h a v io rs so t h a t a sse ssm e n t and feedback was g iv en to th e coach th ro u g h o u t the* 28 p ra c t i c e s e s s io n s. The s t r a t e g i e s f o r th e two in te r v e n tio n s w ere as fo llo w s : I n te r v e n tio n U. The coach was made aware o f th e d e f i n i t i o n and r e s u l t s o f th e p la c h e c k s (C ategory 2 b ). The p e rc e n ta g e o f a c t u a l group p a r t i c i p a t i o n was g r a p h ic a lly shown to th e coach and v e r b a l and w r i t te n i n s t r u c t i o n s w ere s u p p lie d by th e e x p e rim e n te r. The in d iv id u a l s u b je c t p a r t i c i p a t i o n, n o n - p a r tic ip a tio n (C ategory 2a) were a ls o shown to th e c o ach f o r feedback on th e s e in d iv id u a l p e rfo rm e rs. The w r i t t e n i n s t r u c t i o n s f o r I n te r v e n tio n b w ere a s fo llo w s : 1, D r i l l s sh o u ld be d esig n ed so t h a t th e maximum number o f p e rfo rm e rs c o u ld g e t maximum am ount o f p a r t i c i p a t i o n. a. U t i l i z e as m aty b a s k e tb a lls a s p o s s ib l e. b. Take a d v an tag e o f a s m aty b a s k e ts a v a ila b le a s p o s s ib l e. c. P ut th e group i n t o s m a lle r squads f o r more a c tiv e p a r t i c i p a t i o n. S ta n d in g in l i n e i s n o t a c tiv e p a r t i c i p a t i o n. 2. M inim ize th e am ount o f v e r b a l iz a t i o n f o r e x p la n a tio n. P e r haps you c o u ld u t i l i z e n o n -p ra c tic e tim e f o r v e r b a l iz a t i o n and p r a c tic e tim e f o r a c t u a l a c t iv e p r a c t i c e.

3. C o n tin u in g to d e c re a se th e m a n a g e ria l e p iso d e s (C ategory 1) sh o u ld in c r e a s e th e amount o f p o s s ib le tim e f o r a c tiv e p a r t i c i p a t i o n. it. R e in fo rc e th o s e s tu d e n ts who make a tte m p ts to ta k e m eaningf u l a c tiv e p a r t i c i p a t i o n o p p o r tu n itie s. 5. Use m odeling fo r re in fo rc e m e n t. 6. O rganize th e p r a c tic e s so t h a t th e tim e can be s p e n t m ost b e n e f i c i a l l y in a c tiv e p a r t i c i p a t i o n. I n te r v e n tio n 5. E vidence o f perform ance l e v e ls o f th e fo u r s u b je c ts on p e rfo rm e r i n t e r a c t i o n (C ategory U) was re v e a le d to th e c o a c h. T h is feedback was in th e form o f in d iv id u a l grap h s o f th e fo u r s u b j e c t s. The s t r a t e g y f o r I n te r v e n tio n $ was g ra p h ic feed b ack, and v e r b a l and w r i t t e n i n s t r u c t i o n s. The w r i t te n in s t r u c t i o n s w ere as fo llo w s I 1. P r a is e o r re c o g n iz e th o s e who show p o s itiv e v e r b a l o r nonv e r b a l i n t e r a c t i o n to a n o th e r team member o r th e team a s a w h o le. 2. Give re in fo rc e m e n t im m ed iately a f t e r th e d e s ir e d re s p o n s e. 3. S e t a p o s s ib le g o a l w ith th e team by su g g e stin g t h a t a l l team members i n t e r a c t i n a p o s itiv e way som etim e o r maty tim e s d u rin g t h a t p r a c t i c e. Sons g e n e ra l feed b ack on t h e i r r a t e o f resp o n se a t th e te rm in a tio n o f th e p r a c t ic e sh o u ld be g iv e n.

E x p erim e n tal A n aly sis R e l i a b i l i t y R e l i a b i l i t y checks ware used to p ro v id e added c o n fid e n c e t h a t i t was th e b e h a v io r and n o t th e o b s e r v e r s ' re c o rd in g o f th e b e h a v io r w hich changed from one in te r v e n tio n to a n o th e r. The in d ep e n d en t o b se rv e rs w ere n o t made aware o f th e e x p e rim e n ta l c o n d itio n s in e f f e c t* Computing o f the r e l i a b i l i t y was e x p re ssed in n u m e ric a l term s* The p e rc e n ta g e o f agreem ent on a l l o f th e b e h a v io r c a te g o r ie s, e x c e p t f o r C ategory 1 o f th e p a r t i c i p a n t s, was computed by d iv id in g th e number o f in s ta n c e s o f agreem ent on th e o b s e r v e r s ' re c o rd s by th e t o t a l number o f agreem ents p lu s d isa g re e m e n ts. The q u o tie n t was th e n m u ltip lie d by 100 and th e r e s u l tin g fig u r e was th e p e rc e n ta g e o f agreem ent betw een th e re c o rd s ( H a ll, 1971, P» 1 8 ). R e l i a b i l i t y on C ategory 1 o f th e p a r t i c i p a n t s ' b e h a v io r (manag e r i a l e p is o d e ) was d eterm in ed try d iv id in g th e re c o rd o f th e o b se rv e r w ith th e low er f ig u r e by th e re c o rd o f th e o b se rv e r w ith th e h ig h e r f ig u r e and m u ltip ly in g by 100 ( H a ll, 1971, p. 1 8 ). D uring th e p r e - b a s e lin e o b s e rv e r t r a in in g r e l i a b i l i t y checks w ere re q u ire d f o r e v e ry o b s e rv a tio n. B efore b a s e lin e o b s e rv a tio n s w ere s t a r t e d, c o n s i s t e n t r e l i a b i l i t i e s above 80 per c e n t w ere r e q u ir e d f o r a l l b e h a v io r c o d e s. Once th e e x p e rim e n ta l c o n d itio n s w ere I n i t i a t e d, f iv e i n t e r m i t t e n t r e l i a b i l i t y checks w ere reco rd ed f o r th e coach o b se rv e rs and f i v e f o r th e o b s e rv e rs o f th e p e rfo rm e rs

A n a ly sis o f D ata The b a s ic re s e a rc h d e s ig n f o r t h i s in v e s tig a t i o n was a d u a l- m u lti p le -b a s lin e, One b a s e lin e was employed to m easure th e b e h a v io r o f th e coach and th e o th e r to m easure th e p e rfo rm e rs1 b e h a v io rs. The d e s ig n a te d b e h a v io rs o f th e c o a c h, th e team, and th e f o u r s e le c te d su b j e c t s w ere m easured p r io r t o i n s t i t u t i n g a ry e x p e rim e n ta l p ro c e d u re. An e x p e rim e n ta l p ro ced u re was th e n in tro d u c e d f o r one o r more o f th e b e h av i o r s. At su b seq u e n t p o in ts, th e p ro ced u re was i n s t i t u t e d f o r th e second, th e n f o r th e t h ir d, e t c. I f th e re were s u c c e s s iv e changes in th e b e h a v io rs a t th e p o in ts whore th e in te r v e n tio n s w ere i n s t i t u t e d, a cause and e f f e c t r e l a tio n s h i p betw een th e b e h a v io r and th e c o n d itio n was d e m o n s tra te d. The o u tlin e o f th e d e s ig n in te r v e n tio n s and b e h a v io rs i s as fo llo w s t I. P hase I - Coach s B eh av io r A. I n te r v e n tio n one 1, P o s itiv e in fo rm a tio n feedback (C ategory Li) 2. N egative in fo rm a tio n feedback (C ategory ) B. I n te r v e n tio n two 1. P o s itiv e o n - ta s k (C ategory 6) 2. N egative o f f - t a s k (C ategory 7) C. I n te r v e n tio n t h r e e 1. M an ag erial e p is o d e s (C ategory 1 o f p a rtic ip a n ts * b e h a v io rs 2. M an ag erial e v e n ts (C ategory 1 o f c o a c h 's b e h a v io rs )

I I. Phase I I - P a r t i c i p a n t s B ehaviors A. I n te r v e n tio n one - group a c tiv e p a r t i c i p a t i o n (C ategory 2B) B. I n te r v e n tio n two - p e rfo rm e r i n t e r a c t i o n (C ategory U) I n H iase I, th e f i r s t in te r v e n tio n on C a te g o rie s Ix and 5, and c o n s is te d o f e v e n t re c o rd in g o f p o s i t iv e in fo rm a tio n feed b ack and negat i v e in fo rm a tio n fe e d b a c k. These d i s c r e t e e v e n ts w ere t o ta l e d f o r each f if ty - m in u te p r a c tic e s e s s io n p r i o r to and fo llo w in g th e e x p e rim e n ta l c o n d itio n. The second in te r v e n tio n c o n s is te d o f C ategory 6 and 7 ( p o s itiv e o n -ta s k and n e g a tiv e o f f - ta s k ) an d, lik e w is e, c o n s is te d o f e v e n t r e c o r d in g. The t o t a l number of each o f th e s e re s p o n se s was re c o rd e d f o r th e 28 f if ty - m in u te o b s e rv a tio n s e s s io n s, p r i o r t o and su c c e e d in g th e in te r v e n tio n. C a te g o rie s 1 o f p a r t i c i p a n t s ' b e h a v io rs and 1 o f c o a c h 's behavi o r s (m an a g erial e p is o d e s and m a n a g e ria l b e h a v io rs ) w ere th e t a r g e t b e h a v io rs f o r th e t h i r d in te r v e n tio n. The m a n a g e ria l e p is o d e s w ere m easured w ith d u r a tio n re c o rd in g and m an a g e ria l b e h a v io rs by e v e n t. The t o t a l amount o f tim e s p e n t in m a n a g e ria l e p is o d e s in each s e s s io n was re c o rd e d, and th e stun t o t a l o f m a n a g e ria l re s p o n s e s was r e p o r te d. Phase I I was i n i t i a t e d by ta r g e tin g in on th e amount o f group a c t iv e p a r t i c i p a t i o n (C ategory 2B) th ro u g h th e use o f th e p la c h e c k. The num ber o f team members p a r t i c i p a t i n g d u rin g th e te n -s e c o n d i n t e r v a l s w ere re c o rd e d. The maximum amount o f p o s s ib le p a r t i c i p a t i o n was th e n d iv id e d i n t o th e a c t u a l number o f team members engaged i n th e b e h a v io r.

51 By m u ltip ly in g th e r e s u l t try 100 th e p e r c e n t o f th o s e engaged in a c tiv e p a r t i c i p a t i o n d u rin g th e d r i l l and s k i l l s e c tio n o f th e s e s s io n was r e c o rd e d. I n te r v e n tio n two o f Phase I I c o n sid e re d i n t e r v a l re c o rd in g o f p e rfo rm e r i n t e r a c t i o n. The number o f i n t e r v a l s in w hich each team s u b j e c t in te r a c te d was d iv id e d by th e maximum number o f i n t e r v a l s to f i n d th e p e rc e n ta g e o f p o s itiv e i n t e r a c t i n g b e h a v io rs f o r each o f th e s e l e c te d fo u r s u b j e c t s. Any in c r e a s e o r d e c re a se in th e r a t e o f re sp o n se o f any o f th e t a r g e t b e h a v io rs was dem onstrated by com puting the mean and th e p e r c e n t o f in c re a s e and d e c re a s e.

CHAPTER IV RESULTS D ata P r e s e n ta tio n R e l i a b i l i t y Seven r e l i a b i l i t y checks on th e sev en coachin g b e h av io r c a te g o r ie s were ta k e n th ro u g h o u t th e e n t i r e s tu d y. The r e s u l t s o f th e s e checks a re shown in T able 1. S e ssio n s two and th r e e r e p r e s e n t th e agreem ent betw een th e o b s e rv e rs d u rin g th e b a s e lin e. R e l i a b i l i t y checks w ere th e n ta k e n i n s e s s io n s 10, l k, 19, 27, each o f which fo llo w e d an in te r v e n tio n. TABLE 1 PER CENT OF AGREEMENT ON RELIABILITY CHECKS ON COACH'S BEHAVIORS S e s s io n s 1 2 3 C a te g o rie s h 5 6 7 2 85 97 93 89 97 100 100 3 95 9U 100 96 96 100 68 10 100 80 100 98 98 100 100 l i i Oil 98 100 100 9ii 100 100 19 97 97 100 9h 100 100 100 23 97 98 100 100 95 100 1 0 0 27 98 98 100 93 88 100 100 Mean 9 3.7 95.7 99 9 5.7 95. U 100 9 8.3 52

Seven r e l i a b i l i t y ch eck s were a ls o ta k e n on p e rfo rm e r b e h a v io r c a t e g o r i e s. T able 2 shows th e r e s u l t s o f th e s e seven c h e c k s. S e ssio n s two and th r e e w ere sched u led d u rin g th e b a s e lin e p e rio d, w h ile s e s s io n s 10, 1U, 1 9, and 2 7 w ere th e r e l i a b i l i t y checks t h a t fo llo w ed each o f th e f iv e in te r v e n t i o n s. TA3LE 2 ffir CENT OF AGREEMENT ON RELIABILITY CHECKS ON PARTICIPANTS' BEHAVIORS 53 S e s s io n s 1 2 3 C a te g o rie s h 5a 5b 5c 6 2 8U 95 91x 99 100 100 100 91 3 89 92 9$ 95 100 100 100 80 10 86 89 93 97 100 100 100 89 1U 91 88 96 97 100 100 100 92 19 96 93 98 97 100 100 100 89 23 93 9$ 97 97 100 100 100 9U 27 97 93 100 93 100 100 100 88 Mean 9 0.9 9 2.1 9 6.9 9 6. U 100 100 100 89 ftia se I Phase I o f th e stu d y c o n s is te d o f th r e e in te r v e n tio n s on th e c o a c h 's b e h a v io r i n w hich one o r two o f th e seven c o a c h 's b e h a v io rs w ere s e le c te d f o r t a r g e t b e h a v io rs. I n te r v e n tio n 1 fo cu sed on C a te g o rie s U and 5 j I n te r v e n tio n 2 fo cu sed on C a te g o rie s 6 and 7; and I n te r v e n tio n 3 fo c u se d on C a te g o rie s 1 and 2.

In te r v e n tio n 1. The purpose o f I n te r v e n tio n 1 was to in c r e a s e th e r a t e o f p o s itiv e in fo rm a tio n feedback re sp o n se s and to d e c re a s e th e number o f n e g a tiv e fe e d b a c k re s p o n s e s. I n te r v e n tio n 1 in v o lv ed g iv in g th e coach feedback on th e r a t e o f p o s itiv e and n e g a tiv e in fo rm a tio n fe e d back re s p o n se s she gave t o th e team members a f t e r s k i l l a tte m p ts. T ab le 3 g r a p h ic a lly shows th e s i g n i f i c a n t in c re a s e i n th e number o f p o s i t iv e feedback re s p o n s e s and th e d e c re a se in n e g a tiv e in fo rm a tio n feed b ack s ty th e coach th ro u g h o u t th e 28 s e s s io n s. Table U i n d ic a te s th e mean change and p e rc e n t o f change f o r b o th C a te g o rie s U and In te r v e n tio n 2. The purpose o f I n te r v e n tio n 2 was t o in c r e a s e th e p o s i t i v e o n -ta s k re s p o n s e s and d e c re a se th e n e g a tiv e o f f - t a s k re s p o n s e s to th e p la y e rs n o n - 3 k ill b e h a v io rs. T ab le 3 d e m o n stra te s an in c r e a s e in both C a te g o rie s 6 and 7 and T ab le li d is p la y s th e mean change and p e rc e n t o f change. Even though th e p o s i t i v e o n -ta s k re s p o n se s show a m arked p e r c e n t o f in c r e a s e, t h i s b e h a v io r was n o t o c c u rrin g a t a s i g n i f i c a n t r a t e a f t e r I n te r v e n tio n 2. I n te r v e n tio n 3«M an ag erial e p is o d e s (C ateg o ry 1 o f p e rfo rm e r b e h a v io rs ) and resp o n se l a t e n c i e s, and m a n a g e ria l e v e n ts (C ateg o ry 1 o f c o a c h s b e h a v io rs) w ere th e t a r g e t b e h a v io rs f o r I n te r v e n tio n 3. The p u rp o se o f t h i s i n te r v e n t i o n was to d e c re a se th e amount o f tim e consumed in m a n a g e ria l e p iso d a s and resp o n se l a t e n c i e s, and to red u c e th e number o f m a n a g e ria l e v e n ts e m itte d by th e coach d u rin g th e e p is o d e s. I n t e r v e n tio n 3 o ccu rred a f t e r s e s s io n 1 6. The r e s u l t s o f th e i n te r v e n tio n on b o th th e s e c a te g o r ie s a r e g iv en in T ab les 5 and 6.

55 TABLE 3 EVENTS PER MINUTE OF COACH BEHAVIORS, CATEGORIES U, 5, 6 AND 7 M inutes 2.0-56 1.1 C ategory 0k 1*5 P o s itiv e In fo rm a tio n 1.0 Feedback L. 5 ^ C ategory 0$ N e g ativ e In fo rm a tio n Feedback 2.0 -- M = l.l? 1. 0 - C a t e g o r y 06 P o s itiv e On-Task 2-1 - 05-1.2 C a te g o ry #7 N e g ativ e O ff-t ask 15-1 - 10 S e s s io n s 20

TABLE 1a 56 RATE PER MINUTE OF CHANGE IN COACH BEHAVIORS, CATEGORIES L, 5, 6, AND 7 C a t. P o s, I n f, F eedback C a t. #5 Neg. I n f. F eedback C a t. #6 P o s itiv e O n-task C a t. #7 N e g a tiv e O ff-t ask Mean R ate in B a s e lin e Mean R ate A fte r I n te r v e n tio n Mean Change P e r Cent o f Change.5 6 1.23 +.67 +119.6 1.1 9.89 -.3 0-2 5.2.002.0 6 +.058 +2900.0.Oit.0 7 +.03 + 75.0 T able 5 g r a p h ic a lly shows a non s i g n i f i c a n t in c r e a s e in mean e v e n ts p e r m a n a g e ria l e p is o d e, a s l i g h t d e c re a s e in mean le n g th e o f each e p is o d e, and a re d u c tio n o f over a m inute in mean t o t a l tim e s p e n t in m a n a g e ria l e p is o d e s d u rin g th e p r a c tic e s e s s io n s fo llo w in g I n te r v e n tio n 3. T able 6 (page 58) d e m o n stra te s th e mean change and p e r c e n t of change o f C ategory 1 o f c o a c h 's and p e rfo rm e rs ' b e h a v io rs. Phase I a ls o c o n s is te d o f a n a ly s is o f su b seq u en t ch an g es in p la y e r b e h a v io r a 3 a r e s u l t o f th e i n te r v e n tio n s t r a t e g i e s on th e c o a c h 1s b e h a v io rs T able 7 (page 59) shows th e a c t iv e p a r tic ip a tio n b e h a v io r p a t t e r n s o f th e fo u r randccily s e le c te d p la y e r s u b je c ts d u rin g th e 21 s e s s io n s o f Phase I. No s i g n i f i c a n t change i n a c tiv e p a r t i c i p a t i o n in aqy o f th e fo u r s u b je c ts o c c u rre d as a r e s u l t o f apy o f th e f i r s t th re e i n te r v e n tio n s.

TABLE 5 CATEGORY 1 OF COACH BEHAVIORS AND CATEGORY 1 OF PERFORMER BEHAVIORS C ateg o ry #1 Coach Kean E v en t Per E p iso d e 6 5 U - $ 3 & 2 -- M»3*0U 1.3 1I 3.08 I > I I--I I I't t - H C ateg o ry # 1 120 p M=:l;6.3 P e rfo rm e r Kean ra 90 TJ L ength Of S860 E pisode (R esponse CO L a te n c ie s ) 30 t > i i > i M -:33.1 «> t I - 1 T o ta l Time S pent In M anageri a l E p i sode H -3th2 11=2 rjbo I t < i i i i i i i111 i i i t 1 i * i t f 1 $ ID 1? 20 23 S e ssio n s

58 TABLE 6 CHANGE IN COACH AND PERFORMER BEHAVIOR CATEGORIES 1 Mean R ate in B a se lin e Mean R ate A fte r In te r v e n tio n Mean Change P e rc e n t o f Change Mean E v e n t Per E p iso d e 3.0lj 3.0 8 +.0h + 1.3 Mean L en g th Of E p iso d e *h6.3 *33.1 -* 1 3.2-2 8.5 Ifoan T o ta l Time In M a n ag e rial E pisode 3th2 2*U0-1*2-2 7.9 T ab le C (page 60) d e m o n stra te s th e p e r c e n t o f p o s i t iv e i n t e r a c tio n try th e fo u r s u b je c ts d u rin g Phase I* The r a t e o f p o s itiv e s o c i a l i n t e r a c t i o n s by a ry o f th e s u b je c ts d id n o t in c re a s e o r d e c re a se a s a r e s u l t o f any o f th e th r e e in te rv e n tio n s * P la y e r e f f o r t by t h e fo u r s u b je c ts d u rin g Ih a s e I i s d is p la y e d in T able 9 (page 6 l ). The h ig h p e r c e n t o f adeq u ate and maximum e f f o r t re c o rd e d -was n o t a f f e c te d by a iy o f th e th r e e in te rv e n tio n s * Phase I I P hase I I o f th e stucjy c o n s is te d o f two in te r v e n tio n s on th e p a r t i c i p a n t s b e h a v io rs w h ich d id n o t d is p la y a n y e f f e c t i v e change a s a r e s u l t o f th e change i n th e c o a c h 's b e h a v io r in Phase I o r w hich in d ic a te d t h a t a change w ould be d e s i r a b l e. The f i r s t i n te r v e n tio n in Phase I I was on p a r t i c i p a t i o n (C ategory 2 ) and I n te r v e n tio n 2 was on s o c i a l i n t e r a c t i o n (C a te g o ry I*). I n te r v e n tio n on e f f o r t (C ategory 3)

TABLE 7 PER CENT OF PLAYER PARTICIPATION DURING PHASE I 100.. 1.1 1.2 1.3 S u b je c t 1 ho 20 S 100 S u b je c t 2 20 100 S u b je c t 3 20 100 S u b je c t U 20 X - a b s e n t 10 S e ssio n s 20

TABLE 8 60 PER CENT OF PLAYER POSITIVE SOCIAL INTERACTION DURING PHASE I 100 1.2 1.3 80 S u b je c t 1 20 100 -- 80 S u b je c t 2 20 100 S u b je c t 3 2 0 -. 100-80 - S u b je c t li 20 X a b s e n t S e ssio n s

TABLE 9 PER CENT OF PLAYER EFFORT DURING PHASE I 100 1.1 1.2 S u b je c t 1 20 100-80 - S u b je c t 2 60 10-20 - 100 80 - S u b je c t 3 60 - lio.. 20.. 100 80 S u b je c t h 60.. UO - - 20 X - a b s e n t 10 S e ssio n s 20

62 was deemed n o t t o be n e c e ssa ry and no in te r v e n tio n s w ere planned f o r perform ance b e h a v io rs. I n t e r v e n tio n 1. T his i n te r v e n tio n c o n s is te d o f two p a r t s, g roup p a r t i c i p a t i o n and in d iv id u a l s u b j e c t p a r t i c i p a t i o n. The purp o se o f t h i s i n te r v e n tio n was t o in c re a s e th e amount o f a c tiv e p a r t i c i p a t i o n o c c u rrin g in th e p r a c t ic e s e s s io n. Group p a r t i c i p a t i o n was in v e s tig a te d th ro u g h th e u se o f p l a - c h e c k s. T able 10 shows t h a t d u rin g th e f i r s t 21 s e s s io n s th e mean amount o f g roup p a r t i c i p a t i o n was 31 p e r c e n t. F ollow ing th e in te r v e n t io n s t r a t e g y, th e mean amount o f group p a r t i c i p a t i o n in c re a s e d to 5h p e r c e n t, an in c r e a s e o f 7U p e r c e n t. Mean p e r c e n t i n b a s e lin e = 31^ Mean p e r c e n t a f t e r in te r v e n tio n - 5h$ Mean Change a 23^ P er c e n t o f Change ~ 7h% TABLE 10 MEAN PER CENT OF GROUP PARTICIPATION 100 1.2 1.3 G o *4 O-I CL> 20 10 S e s s io n s 20

I n d iv id u a l s u b je c t p a r t i c i p a t i o n change i s g r a p h ic a lly d is p la y e d 63 in each o f th e su b seq u e n t S u b je c t T a b le s, 11, 1 2, 13, and H i. The mean change and p e r c e n t o f change i n p a r t i c i p a t i o n a re g iv en in T able 15 (page 6 8 ). The p e r c e n t o f p a r t i c i p a t i o n f o r a l l fo u r s u b je c ts c o in c id e d v e ry c lo s e ly -with th e group p a r t i c i p a t i o n in c re a s e so in d iv id u a l i n t e r v e n tio n s w ere n o t in d ic a te d. As Table 15 d e m o n s tra te s, S u b je c ts 2 and U showed th e g r e a t e s t p e r c e n t o f change. I n t e r v e n tio n 2. Hie p u rp o se o f I n te r v e n tio n 2 was to in c re a s e th e p e r c e n t o f I n t e r v a ls in w hich the s u b je c ts were re c o rd e d a s having e m itte d p o s i t iv e i n t e r a c t i o n re s p o n s e s. P o s itiv e s o c i a l i n te r a c t io n b e h a v io r and th e r e s u l tin g b e h a v io r change i s shown i n th e in d iv id u a l s u b je c t c h a r t s, (See T ab les 1 1, 12, 1 3, and l h. ) T ab le 15 p re s e n ts s i g n i f i c a n t in c r e a s e s in p e r c e n t o f change o f a l l f o u r s u b je c ts b u t th e number o f s e s s io n s in w hich t h i s b e h a v io r was re c o rd e d l i m i t s th e c o n c lu s io n s t h a t can be draw n. P a r t i c i p a n t s 1 p erfo rm an ce b e h a v io rs. No i n te r v e n tio n was i n s t i t u t e d on th e perform ance b e h a v io rs o f th e fo u r s u b j e c t s, b u t th e s e b e h a v io rs were c o n tin u o u s ly re c o rd e d to I n v e s tig a te i f changes in th e c o a c h 's b e h a v io r would a f f e c t a change in th e s u b j e c t s perform ance b e h a v io rs. T ab le 20 (page 7h ) com pares th e fo u r s u b je c ts in th e th re e perform ance b e h a v io rs and t h e i r f i n a l sh o o tin g p e rc e n ta g e s. T ab le 16 g iv e s th e perfo rm an ce b e h a v io r p a tte r n o f S ^. T his p a r t i c i p a n t wa3 a tte m p tin g s h o ts a t th e b a s k e t a t a mean r a t e o f.07 s h o ts p e r m in u te p e r s e s s io n. She was a v e ra g in g.0 9 o f f e n s iv e and

6U TABLE 11 SUBJECT ONE! CATEGORIES 2, 3, AND h 100 1.1 P a r t i c i p a tio n 20 100 1.2 S o c ia l I n t e r a c tio n M -,1% IB* 20 100 E f f o r t 20 X - a b s e n t 10 S e ssio n s 20

65 TABLE 12 SUBJECT TWO: CATEGORIES 2, 3, AND U P a r t i c i p a tio n 100-80 - 1.1 H = 5 3.8 S o c ia l I n t s r - a c tio n 100-80 20-100 E f f o r t 20 X - a b s e n t 10 S e ssio n s 20

66 TABLE 13 SUBJECT THREE I CATEGORIES 2, 3, AND U P a r t i c i p a tio n 100 4 80.. 60. 1.1 H * $$% 20-100 S o c ia l I n t e r a c tio n 3S.3 20 E f f o r t 100 8 0-60 -- 20.. X - a b s e n t 10 S e s s io n s 20

67 TABLE 1U SUBJECT FOUR: CATEGORIES 2, 3, AMD I P a r t i c i p a tio n 100-8 0,. c 60 - U = 3 6.1% 1.1 20 100 1.2 S o c ia l I n t e r a c tio n 15.7 20 100 8o - E f f o r t 20 - X - a b s e n t 10 S e ssio n s 20

68 TABLE IS PER CENT OF CHANGE IN PARTICIPANTS' BEHAVIORS CATEGORIES 2 AND 1* Mean P er C ent i n B a se lin e Mean P er C ent A f te r I n te r v e n tio n Mean Change P e r C ent o f Change P a r t i c i p a tio n 3 1.8 6U.U + 11.6 +33.33 S1 S o c ia l I n t e r..7 1 8.0 +17.3 +21*71.1*3 P a r t i c i p a tio n 3 3.0 5 3.8 +20. B +63.03 S2 S o c ia l I n t e r..1 3.0 +2.9 +29000.00 P a r t i c i p a tio n 1*1. 0 5 5.0 +1U.0 + 3 h,l5 S3 S o c ia l I n t e r, 1 2.7 3 5.3 +22.6 +177.95 P a r t i c i p a tio n 3 6.7 5 8.6 +21.9 +59.67 Sh S o c ia l I n t e r. 3.5 1 5.7 +12.2 +31*8.57 d e fe n s iv e rebounds p e r m inute f o r each s e s s io n and c a u sin g.0 8 tu rn o v e rs p e r m inute p e r s e s s io n. Her f i n a l sh o o tin g p e rc e n ta g e f o r th e p r a c tic e scrimmage games d u rin g th e se aso n was 9 s h o ts f o r 95 a tte m p ts, a p e r c e n ta g e o f 9.1*7. (T ab le 20) S u b je c t 2 (T able 17) a tte m p te d 107 s h o ts d u rin g th e scrim m age games f o r a mean r a t e o f.2 2 3 h o ts p e r m inute p e r s e s s io n. She made 3h o f th e s e s h o ts f o r a 3 1.7 8 sh o o tin g p e rc e n ta g e. (T ab le 20) Her r a t e p e r m inute o f o ffe n s iv e and d e fe n s iv e rebounds was an a v e ra g e.17 p e r s e s s io n. She av erag e d.0 6 tu rn o v e rs p e r m in u te.

69 TABLE 16 RATE PER MINUTE OF PERFORMANCE BEHAVIORS J SUBJECT ONE 1.1 1.1 1.2 S h o ts A ttem pted 1? io. o$. 00 * Rebounds T urnovers 0 - no scrim m age X - a b s e n t OOJ 10 S e s s io n s 20 28

70 TABLE 17 RATE PER MINUTE OF PERFORMANCE BEHAVIORS: SUBJECT TViO 1.1 1.2 1.3 1.1 1.2 S h o ts A t temp ta d 10-05" oa. 9 X Rebounds o X T urnovers o x 0 - no scrinomage X - a b s e n t 10 S e ssio n s 20

71 T able 18 d e m o n stra te s th e perfo rm an ce b e h a v io r p a tte r n s o f S ^. T h is p a r t i c i p a n t was a tte m p tin g s h o ts a t a mean r a t e o f.1 6 p e r m in u te. H er f i n a l s h o o tin g p e rc e n ta g e f o r th e scriitm age games was 2li.lili, making 3li s h o ts o u t o f loh a tte m p ts. (T able 20) T urnovers a v erag e d. 0 6 p e r m in u te p e r s e s s io n and she had a mean r a t e o f.15 o f f e n s iv e and d e fe n siv e reb o u n d s p e r m inute i n each s e s s io n. S u b je c t li (T a b le 19) a tte m p te d an av erag e o f *1? s h o ts p e r m in u te d u rin g each scrim m age game and ended up w ith a 2lwbii scrimmage game sh o o tin g p e rc e n ta g e f o r th e se a s o n, 22 f o r 99 a tte m p ts, (T able 20) S u b je c t It s r a t e p e r m in u te o f o f f e n s iv e and d e fe n siv e reb o u n d s was an a v e ra g e o f.09 p e r s e s s io n. She av erag e d.0 9 tu rn o v e rs p e r m in u te. D isc u ssio n o f D ata R e l i a b i l i t y A t no tim e i n any coach b e h a v io r c a te g o r ie s d id th e r e l i a b i l i t y f a l l below th e 80 p e r c e n t c r i t e r i o n l e v e l. The f r e q u e n t 100 p e r c e n t a g reem en ts o c c u rrin g in C a te g o rie s 3* 6, and 7 w ere p ro b a b ly due to th e low freq u e n cy o f o c c u rre n c e o f th e s e th r e e b e h a v io rs. The lo w e s t mean r e l i a b i l i t y f o r p e rfo rm er c a te g o ry was C ategory 6 w hich was re c o rd e d v i a p lach eck te c h n iq u e s. Even though th e 89 p e r c e n t was w e ll above th e a c c ep ted l e v e l, th e o b se rv e rs e x p e rie n c e d some d i f f i c u l t y in coming t o e x a c t agreem ents due to th e o f te n sudden change o f a c t i v i t y d u rin g th e te n second i n t e r v a l. The h ig h l e v e l o f r e l i a b i l i t y r e s u l t i n g In C a te g o ry 3, th e m easurem ent o f l e v e l s o f e f f o r t, was n o t a n tic ip a te d by th e e x p e rim e n te r. T able 2 d o es d em o n strate t h a t th e mean a v e ra g e o f 9 6.9 p e r c e n t

12 TABLE 18 RATE PER MINUTE OF PERFORMANCE BEHAVIORS I SUBJECT THREE 1.1 1.2 1.3 1.1 S h o ta A ttem p ted 00 Rebounds.5 0...b 5.1*0.. «.3 5 - fl.3 0 > c* zz.2 0..1 5.1 0..0 5 -,.oo A T u rn o v ers oo 0 - no scrim m age X - a b s e n t 10 S e s s io n s

73 TABIE 19 RATE PER MINUTE OF PERFORMANCE BEHAVIORS i SUBJECT POUR 1.1 1.2 1.1 1.2 S h o ts A ttem pted Rebounds 10. T urnovers O - no scrim m age X - a b s e n t OCt 10 S e ssio n s 20

71* TABLE 20 RESULTS OF PARTICIPANTS' PERFORMANCE BEHAVIORS S h o ts A ttem p ted R ate/m in u te S h o o tin g P e rc e n ta g e Rebounds R ate/m inute T urnovers R ate/m inute S u b je c t 1.0 7 9.1*7.09.08 S u b je c t 2.22 3 1.7 8.17. 0 6 S u b je c t 3.1 6 32.69.15. 0 6 S u b je c t 1*.1? 2b* l*h.0 9.11*

75 agreem ent try th e o b s e rv e rs in d ic a te s t h a t e f f o r t can be m easured by two in d e p e n d e n t o b se rv e rs w ith a h ig h le v e l o f a c c u ra c y. The h ig h r e l i a b i l i t i e s found in C a te g o rie s 5 a, 5b, and 5c were due t o th e e a s i l y d e fin e d perform ance c a te g o r ie s o f s h o o tin g, rebounds, and tu r n o v e r s. Phase I T hree I n te r v e n tio n s on th e c o ach s b e h a v io r were made i n Ih a se I, I n te r v e n tio n 1 c o n s is te d o f in te r v e n tio n on C a te g o rie s J4 an d 5, I n t e r v e n tio n 2 on C a te g o rie s 6 and 7, and I n te r v e n tio n 3 fo cu sed on C ategory 1 o f b o th th e coach and p e rfo rm e rs ' b e h a v io r. I n te r v e n tio n 1. The d a ta from T ab les 3 and U does in d ic a te th a t* 1. The coach d id focus on and resp o n d w ith more p o s itiv e I n f o r m atio n feed b ack a f t e r s k i l l a tte m p t re s p o n se s by th e team p a r t i c i p a n ts fo llo w in g th e i n te r v e n tio n s t r a te g y. 2. N egativ e in fo rm a tio n feedback re sp o n se s by th e coach d id d e c re a s e fo llo w in g th e in te r v e n tio n s t r a t e g y. 3. A H fo u r s u b je c ts d id show an in c r e a s e in t h e i r amount o f a c t i v e p a r t i c i p a t i o n im m ed iately fo llo w in g In te r v e n tio n 1 even though t h e i r p e r c e n t o f a c t iv e p a r t i c i p a t i o n p e r s e s s io n d id r e t u r n to t h e i r b a s e lin e l e v e l in l a t e r s e s s io n s. (See T able 7 ) I n te r v e n tio n 2. The d a ta from T a b le s 3 and U le a d s to th e fo llo w in g d is c u s s io n.

76 T able 3 shcma t h a t p o s i t i v e o n -ta s k r e a c tio n s w ere a lm o st n o n - e x is te n t p r i o r t o th e i n te r v e n tio n p ro ceed in g th e tw e lf th p r a c t ic e s e s s io n. Once th e in te r v e n tio n s t r a t e g y was i n i t i a t e d, th e p o s i t iv e r e a c t i o n re s p o n s e s by th e coach in c re a s e d o n ly s l i g h t l y and w ith some d i f f i c u l t y e x p re ssed ty th e c o a c h -s u b je c t. The e x p e rim e n te r found i t n e c e s s a ry to a tte m p t to s e t g o a ls f o r th e coach p r i o r t o each s e s s io n and even th e s e w ere n o t o fte n m e t. The r e s u l t s o f I n te r v e n tio n 2 a re o u tlin e d b elow. The c o a c h -s u b je c t e x p re ssed re lu c ta n c e to g iv e p o s itiv e r e a c t i o n to e x p e c te d d e s ire d b e h a v io rs. 1. The in te r v e n tio n s t r a t e g y was s u c c e s s f u l i n in c r e a s in g th num ber o f p o s i t i v e o n -ta s k re s p o n s e s fcy th e c o a c h. The v e ry la r g e p e r c e n t in c r e a s e was due to r e l a t i v e l y n o n - e x is te n t o c c u rre n c e o f t h i s b e h a v io r p r i o r t o th e e x p e rim e n ta l c o n d itio n. 2* The s tr a te g y f o r I n te r v e n tio n 2 was to in c re a s e th e c o a c h 's b e h a v io r o f C a te g o ry 6 and d e c re a s e th e b e h a v io r in C ategory 7. The d a ta c l e a r l y d e m o n stra te s t h a t e v e n though C ategory 6 In c r e a s e d, s o, to o, d id th e c o a c h 's b e h a v io r o f C a te g o ry 7* 3. No d is c e r n ib le e f f e c t on th e p a r t i c i p a n t s ' b e h a v io rs a s a r e s u l t o f I n te r v e n tio n 2 seems e v id e n t. (T ab les 7, 8, and 9) I n te r v e n tio n 3 - M a n a g e ria l e p iso d e s (C ategory 1 o f c o a c h s b e h a v io r ), re s p o n se l a t e n c i e s, and m a n a g erial e v e n ts (C a te g o ry 1 o f p e rfo rm e rs ' b e h a v io r) were th e t a r g e t b e h a v io rs f o r I n te r v e n tio n 3. The d is c u s s io n and r e s u l t s a re a s fo llo w s! 1. A g o a l o f two m a n a g e ria l b e h a v io rs p e r e p is o d e was s e t by e x p e rim e n te r d u rin g th e s t r a te g y f o r t h i s in te r v e n tio n, b u t T able 6

77 in d ic a t e s t h a t, in a c t u a l i t y, th e r e was a v e ry s l i g h t in c r e a s e in t h i s b e h a v io r fo llo w in g th e in te r v e n t i o n. M an ag erial b e h a v io rs p e r e p iso d e rem ain ed v i r t u a l l y a t th e same number o f re s p o n se s a s th e o p e ra n t le v e l* T his in c r e a s e w ould n o t be c o n sid e re d s i g n i f i c a n t a s two m a n a g e ria l e v e n ts p e r e p iso d e w ould be c o n sid e re d a s a p p ro p ria te and th r e e n o t e x c e s s iv e. 2. The in te r v e n tio n s tr a te g y was e f f e c t i v e in red u c in g th e mean d u r a tio n o f tim e from th e s t a r t o f th e m an a g e ria l e p is o d e u n t i l th e e p is o d e was te rm in a te d (re sp o n se l a t e n c y ). (See T ab les 5 and 6) The g o a l o f 30 seco n d s p e r e p is o d e su g g e ste d by th e e x p e rim e n te r was m et by th e c o a c h -s u b je c t. 3. Even though th e t o t a l tim e th e coach consumed o u t o f th e 50-m in u te o b s e rv a tio n p e rio d f o r m a n a g e ria l e p is o d e s b e fo re th e i n t e r v e n tio n does n o t appear to be e x c e s s iv e, th e t o t a l tim e p e r s e s s io n was red u c ed a s a r e s u l t o f th e i n te r v e n tio n. Lt. No d is c e r n ib le e f f e c t on th e p a r t i c i p a n t s ' b e h a v io rs as a r e s u l t o f I n te r v e n tio n 3 seems e v id e n t. (T ab les 7, 8* and 9) No in te r v e n tio n s on m o n ito rin g b e h a v io r (C ateg o ry 3 ) and no a c t i v i t y (C ategory li) w ere made i n t h i s s tu d y. T his d e c is io n was made by th e e x p e rim e n te r b e cause th e b a s e lin e l e v e l o f th e s e two b e h a v io rs was a c c e p ta b le. R iase I I Fhaae I I o f th e stu d y c o n s is te d o f two in te r v e n tio n s on th e p a r t i c i p a n t s ' b e h a v io rs w hich d id n o t d is p la y a r y e f f e c t i v e change a s a r e s u l t o f th e change i n th e c o a c h 's b e h a v io r in Phase I o r Which

78 In d ic a te d t h a t a change would be d e s ira b le * The f i r s t in te r v e n tio n i n Phase I I was on p a r t i c i p a t i o n (C ategory 2 ) and I n te rv e n tio n 2 was on s o c i a l in te r a c t io n (C ateg o ry UK I n te r v e n tio n on e f f o r t (C ateg o ry 3) was deemed n o t to be n e c e s s a ry and no in te r v e n tio n s w ere planned f o r p erfo rm an ce b e h a v io rs. The two b e h a v io rs w ere p a r t i c i p a t i o n and s o c i a l i n t e r a c t i o n. I n te r v e n tio n 1. T h is in te r v e n tio n c o n s is te d o f two p a r t s, group p a r t i c i p a t i o n, and in d iv id u a l s u b je c t p a r t i c i p a t i o n. T a b le s 10 and th e in d iv id u a l s u b j e c t ta b le s (T ab les 11, 12, 13* and 1U) show th e r e s u l t s. The d is c u s s io n and r e s u l t s a re a s fo llo w s* 1. D ire c te d in fo rm a tio n feedback on th e amount o f a c t iv e group p a r t i c i p a t i o n t h a t wa3 g iv e n t o th e coach was e f f e c t i v e to change th e b e h a v io r o f th e coach and a s a r e s u l t o f t h i s change In c re a s e d th e p e r c e n ta g e o f a c tiv e group p a r t i c i p a t i o n d u rin g each s e s s io n fo llo w in g th e i n te r v e n t i o n. 2. No i n te r v e n tio n on th e in d iv id u a l s u b je c t was n e c e s s a ry a3 th e in c r e a s e i n each s u b j e c t s ' p a r t i c i p a t i o n p a r a l le l e d t h a t o f th e group p a r t i c i p a t i o n in c r e a s e. (See T able 10) 3. A ll o f th e f o u r s u b je c ts show a l a r g e In c re a s e in th e amount o f a c t i v e p a r t i c i p a tio n p e r s e s s io n as a r e s u l t o f th e in te r v e n tio n s t r a t e g y. S u b je c ts 2 and U made th e m ost s i g n i f i c a n t in c r e a s e s. In te r v e n tio n 2. S o c ia l i n t e r a c t i o n was th e t a r g e t b e h a v io r f o r th e l a s t in te r v e n tio n. P o s itiv e s o c ia l i n t e r a c t i o n b e h a v io rs w ere p re s e n te d i n T ables 11, 12, 13* and 1U. The d is c u s s io n and r e s u l t s a r e a s fo llo w s*

79 X* W ith th e e x c e p tio n o f who had a m ild r a t e o f p o s itiv e re s p o n s e s, p o s i t iv e s o c i a l i n te r a c t io n b e h a v io rs by th e s u b je c ts d u rin g th e c o n d itio n in g and s k i l l - d r i U phase o f th e p r a c tic e s w ere a lm o st none x i s t e n t d u rin g th e b a s e lin e p e rio d. 2. The p o s itiv e s o c i a l i n t e r a c t i o n b e h a v io r o f th e s u b je c ts was n o t e f f e c te d u n t i l t h i s s p e c i f i c b e h a v io r was i n s t i t u t e d i n to an i n t e r v e n tio n s t r a t e g y. 3. Because o f th e la c k o f p r a c tic e s e s s io n s rem aining in t h i s s tu d y i t can o n ly be concluded t h a t a l l o f th e s u b je c ts s t a r t e d an a scen d in g tre n d o f p o s i t i v e s o c i a l in te r v e n tio n s fo llo w in g th e i n t e r v e n tio n. P a r t i c i p a n t s * perform ance b e h a v io rs. Ho in te r v e n tio n s were i n s t i t u t e d on th e perform ance b e h a v io rs o f th e fo u r s u b j e c t s. The d is c u s s io n on th e in d iv id u a l s u b je c ts and perform ance b e h a v io r p a tte r n s i s as fo llo w s! S u b je c t 1. S u b je c t 1 was random ly s e le c te d from th e low e x p e c ta tio n group a s was d e s ig n a te d by th e coach p r i o r to th e opening o f fo rm a l p r a c t i c e s. The perform ance b e h a v io r p a tte r n o f t h i s p a r t i c i p a n t i s shown in T ab le 1 6. The s h o ts a tte m p te d c h a r t shows a h ig h r a t e o f s h o o tin g a tte m p ts th e second s e s s io n b u t th en t h i s b e h a v io r te n d s to d e c re a se th ro u g h o u t th e rem a in d e r o f th e study* S u b je c t I ' s mean r a t e o f.0 7 s h o ts p e r m in u te was th e lo w e s t r a t e o f any o f th e o th e r s u b je c ts. (T able 20) None o f th e sch ed u led in te r v e n tio n s ap p eared t o have apy e f f e c t on t h i s

80 s u b j e c t 's s h o o tin g b e h a v io r. The s h o o tin g p e rc e n ta g e o f 9.^ 7 i n d ic a t e s t h a t t h i s s u b je c t was p la c e d p r o p e r ly in th e low e x p e c ta tio n g ro u p. O ffe n siv e and d e fe n s iv e rebound b e h a v io r d o e s n o t a p p e a r to have b e en e f f e c t e d by any o f th e f i v e i n te r v e n tio n s a s t h i s b e h a v io r rem ained f a i r l y s t a b l e th ro u g h o u t th e s e a s o n. T u rn o v ers p e r m in u to i n each o f th e s e s s io n s by do show a te n d e n c y t o d e c lin e even th ough th e d e s i r a b l e b e h a v io r p a t t e r n in t h i s c a te g o ry w ould show a d e f i n i t e d e c lin e. The c h a r t d o es n o t i n d ic a t e t h a t th e e x i s t i n g s l i g h t d e c lin e was dub t o any change o f b e h a v io r o f th e coach th ro u g h p lan n e d i n te r v e n t i o n. S u b je c t 2. S u b je c t 2 was a ls o random ly s o l e c t e d froia th e d e s ig n a te d low e x p e c ta tio n g ro u p. The p erfo rm an ce b e h a v io r p a t t e r n o f t h i s s u b j e c t i s shown i n T able 1 7. The s h o ts a tte m p te d c h a r t in d ic a te s an in c r e a s e in r a t e o f s h o o tin g a tte m p ts p e r m in u te a s th e se a so n p r o g r e s s e d. T h is in c r e a s e d o e s a p p e a r t o o c c u r a f t e r I n t e r v e n tio n 1 o f th e c o a c h 's b e h a v io r ( p o s i t i v e and n e g a tiv e in f o r m a tio n fe e d b a c k ) b u t th e n th e r a t e o f r e s p o n s e s does d ro p down a lm o s t t o o p e ra n t l e v e l i n l a t e r s e s s io n s. The c h a r t d o es d e m o n stra te t h a t th e s u b j e c t d id in c r e a s e h e r r a t e o f s h o ts a tte m p te d p e r m in u te an d T able 20 shows h e r m ean o f.2 2 s h o ts p e r m in u te t o be th e h ig h e s t o f th e fo u r s u b j e c t s. Her s h o o tin g p e rc e n ta g e w as th e second h ig h e s t s c o r e. The p lacem en t o f t h i s s u b j e c t i n to th e low e x p e c ta tio n g ro u p does n o t b e a r up w ith th e c o l l e c t e d d a ta o f t h i s s tu d y. S u b je c t 2 f s re b o u n d in g a b i l i t y a p p e a rs t o h a v e im proved a s h e r r a t e o f reb o u n d s in c r e a s e d a s th e se a so n p r o g r e s s e d. Even though

81 s e s s io n 17 shows a d ro p below th e b a s e lin e b e h a v io r l e v e l, th e r a t e o f re s p o n s e s d id i n c r e a s e a f t e r th e i n te r v e n t i o n s w ere i n i t i a t e d. A s te a d y in c r e a s e i n number o f reb o u n d s a p p e a rs a f t e r I n te r v e n tio n 1 b u t a sudden dro p o c c u rre d in s e s s io n 17* The tu r n o v e r b e h a v io r a p p e a rs t o have in c r e a s e d th ro u g h o u t th e s tu d y in s te a d o f t h e d e s ir a b le tr e n d o f d e c r e a s in g. S u b je c t 3* The d a ta on th e p erfo rm an ce b e h a v io rs o f demons t r a t e s t h a t th e coach d ecid ed c o r r e c t l y when she p la c e d i n th e h ig h e x p e c ta tio n groud. In T able 18, th e s h o ts a tte m p te d c h a r t shows t h a t d id in c r e a s e h e r r a t e o f s h o ts p e r m in u te a s th e s e a s o n p ro g re s s e d and h e r mean r a t e o f.1 6 s h o ts p e r m in u te was th e t h i r d h ig h e s t o f th e f o u r s u b je c ts and h e r s h o o tin g p e rc e n ta g e o f 32*69 was th e h i g h e s t. (T a b le 20) Even th o u g h th e s u b je c ts * s h o ts a tte m p te d p e r m in u te in c r e a s e d, th e e x p e rim e n te r can d i s c e r n no s p e c i f i c i n t e r v e n t i o n w hich in f lu e n c e d t h i s i n c r e a s e. The reb o u n d b e h a v io r c h a r t d o e s show a s l i g h t in c r e a s e p a t t e r n on t h i s b e h a v io r. A gain, no i n t e r v e n t i o n i n t h i s s tu d y seems t o have in c lu e n c e d t h i s b e h a v io r s p e c i f i c a l l y. S u b je c t 3 's r a t e o f tu r n o v e r s p e r m in u te a p p e a rs t o have rem ain ed s t a b l e th ro u g h o u t th e s e a s o n even th o u g h a r e d u c tio n i n t h i s b e h a v io r c a te g o r y w ould have been d e s i r a b l e. S u b je c t U. S u b je c t h was random ly s e le c te d from th e h ig h e x p e c ta tio n g ro u p. The p erfo rm an ce b e h a v io r p a tte r n o f t h i s p a r t i c i p a n t i s shown in T a b le 1 9. S u b je c t U was a tte m p tin g s h o ts a t a mean r a t e o f *1? p e r m in u te, and th e r e a p p e a rs t o be a s l i g h t d e c r e a s e i n t h i s b e h a v io r c a te g o ry

82 d u rin g th e l a t t e r p r a c t ic e s e s s io n s. T ab le 20 shows t h i s s u b j e c t s s h o o tin g p e rc e n ta g e t o be o n ly th e t h i r d h ig h e s t, a w hich c o u ld i n d ic a t e t h a t th e coach r a te d t h i s p a r t i c i p a n t 's a b i l i t y to o high* The reb o u n d b e h a v io r shows a s l i g h t in c r e a s e i n th e p a r t i c i p a n t s rebounding b e h a v io r b u t th e re does n o t a p p e a r t o b e apy a p p a re n t r e l a t io n s h ip b etw een a sc h e d u le d i n te r v e n t i o n and a change in th ib b e h a v io r c a te g o r y. T h is p a r t i c i p a n t 's tu r n o v e r b e h a v io r o c c u rre d a t a h ig h r a t e a t th e b e g in n in g o iv th e s tu d y and a r e d u c tio n in t h i s b e h a v io r does n o t seem d i s c e m a b l e. T his s u b j e c t 's mean r a t e o f tu r n o v e r s o f. l h p e r m in u te p u ts h e r i n f i r s t p la c e o v e r th e o th e r th r e e s u b j e c t s.

CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS W ith th e in c r e a s in g i n t e r e s t i n th e a r e a o f s p o r t s p sy ch o lo g y and th e g ro w th o f th e use o f a p p lie d b e h a v io r a n a ly s is i n a v a r i e t y o f human e n v iro n m e n ts, t h i s stu d y u n d e rto o k t o d e te rm in e th e e f f e c t s o f a p p lie d b e h a v io r a n a ly s is te c h n iq u e s i n a s p o r t e n v iro n m e n t. The i n t e n t o f th e s tu d y w as t o i n v e s t i g a t e l ) th e d e g re e t o w hich c o a c h in g behavi o r c o u ld b e m o d ifie d, 2 ) i f th e r e s u l t i n g change i n th e coach b e h a v io r a f f e c t e d p l a y e r b e h a v io r, and 3 ) th e d e g re e t o w hich c o a c h in g b e h a v io r c o u ld be u se d s p e c i f i c a l l y t o change t a r g e t e d p la y e r b e h a v io r. T u tk o, O g ilv ie, and R ic h a rd s (1962, 1 9 6?, 1966, 1 9 6 8, 1971) and t h e i r w ork i n th e p e r s o n a l i ty a s s e s s m e n t o f th e a t h l e t e have b ro u g h t to th e coach p r a c t i c a l t o o ls f o r a p p l i c a t i o n i n th e s p o r t e n v iro n m e n t. The c o n tr i b u tio n s o f R u s h a ll and S ie d e n to p (1 967, 1968, 1970, 1972, 1973) on a p p lie d b e h a v io r a n a ly s is In s p o r t and p h y s ic a l e d u c a tio n a r e b e g in n in g t o c a l l a t t e n t i o n to th e em ploym ent o f b e h a v io r m o d if ic a tio n te c h n iq u e s on th e c o u r t s, f i e l d s, gym nasium s, and in th e p o o ls. I t was b ecau se o f t h i s la c k o f e x te n s iv e r e s e a r c h i n th e u se o f th e re in fo rc e m e n t th e o ry t h a t t h i s e x p e rim e n te r ch o se t o f u r t h e r i n v e s t i g a t e th e u se o f b e h a v io r m o d if ic a tio n te c h n iq u e s in a p a r t i c u l a r s p o r t e n v iro n m e n t.

8U The s u b j e c t s w ere a young feraale b a s k e t b a ll c o a c h, h e r b a s k e t b a ll team, an d f o u r random ly s e le c te d team members who w ere in v o lv e d i n th e j u n i o r - v a r s i t y program on th e c o lle g e l e v e l. T h is s tu d y w as d iv id e d i n t o two p h a s e s, e a c h c o n s is tin g o f a s e r i e s o f i n te r v e n t i o n s on a d u a l- m u ltip le b a s e l i n e. Phase I c a l l e d f o r in te r v e n t i o n s on coach b e h a v io r and a n a l y s i s o f any su b s e q u e n t c h a n g e s i n p la y e r b e h a v io r. Phase I I c a l l e d f o r s p e c i f i c i n te r v e n t i o n s on s p e c i f i c p a r t i c i p a n t b e h a v io rs i f th e ch an g es e f f e c t e d in coach b e h a v io r i n Phase I f a i l e d t o show chan g es in i n d i v i d u a l p la y e r b eh av i o r s. P e rio d ic r e l i a b i l i t y ch eck s y ie ld e d a g re em e n ts i n a l l b e h a v io r c a t e g o r i e s w e ll above th e c r i t e r i o n l e v e l o f 80 p e r c e n t. B ehav io r r a t e s d u rin g b a s e lin e and i n t e r v e n t i o n s w ere com pared by exam in in g mean c h an g e i n b e h a v io r and p e r c e n t o f c h a n g e. M u ltip le b a s e l i n e s w ere u se d t o a n a ly z e th e d e g re e t o w hich c h an g e s i n b e h a v io r w ere due t o th e i n t e r v e n t i o n and n o t t o a ry v a r i a b l e t h a t was u n accounte d f o r i n th e s tu d y. S even b e h a v io r c a te g o r ie s w ere o b se rv e d and t a l l i e d f o r th e c o a c h s u b j e c t f o r t e n fiv e - m in u te i n t e r v a l s d u rin g e a c h o f th e sc h e d u le d 28 p r a c t i c e s e s s io n s. F iv e b e h a v io r c a te g o r ie s s e rv e d a s a s s e s s m e n t o f th e n a tu r e o f p a r t i c i p a t i o n o f th e f o u r random ly s e l e c t e d p a r t i c i p a n t s. T h ree dichotom oun b e h a v io r c a te g o r ie s w ere re c o rd e d w ith th e u se o f te n -s e c o n d i n t e r v a l s th ro u g h o u t th e s k i l l and d r i l l p o r tio n o f th e p r a c t i c e s e s s io n s and th r e e p erfo rm an ce b e h a v io rs th ro u g h e v e n t re c o r d in g d u rin g th e p r a c t i c e scrim m ages.

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86 s e s s io n s and th e mean tim e p e r m a n a g e ria l e p is o d e w ere re d u c e d e f f e c t i v e l y th ro u g h th e u se o f d i r e c t e d in fo rm a tio n fe e d b a c k. No s u b s t a n t i a l change becam e e v id e n t d u rin g th e e x p e rim e n ta l c o n d itio n s in th e num ber o f m a n a g e ria l e v e n ts n e c e s s a ry f o r th e coach t o c o n tr o l th e a c t i v i t i e s o f th e team m em bers. Through i n s t r u c t i o n by th e e x p e rim e n te r th e c o ach s h i f t e d m a n a g e ria l c o n tr o l t o o th e r a s p e c ts o f th e e n v iro n m e n t o th e r th a n h e r b e h a v io r t o g a in b e t t e r o r g a n i z a t i o n a l te c h n iq u e s. Through th e s e b e t t e r o r g a n iz a tio n a l te c h n iq u e s ( i. e. p o s tin g p r a c t i c e s c h e d u le, u s in g more b a s k e t b a l l s, s h o r t e r l i n e s i n d r i l l s ) m ore tim e c o u ld be d e v o te d t o a c t u a l p la y and p r a c t i c e. F la y e r B eh av io r 1. W ith th e e x c e p tio n o f a c t iv e p a r t i c i p a t i o n, g e n e r a l changes i n th e coach b e h a v io rs d u rin g ih a s e X d id n o t a f f e c t a change i n th e sp e ctru m o f b e h a v io rs o f th e f o u r p a r t i c i p a n ts. 2. D ir e c te d in fo rm a tio n feed b ack g iv e n t o th e coach on group p a r t i c i p a t i o n was e f f e c t i v e in in c r e a s in g th e am ount o f a c t i v e g ro u p p a r t i c i p a t i o n. The r e l a t i v e l y low am ount o f a c t i v e g ro u p p a r t i c i p a t i o n p r i o r t o i n t e r v e n t i o n does n o t a p p e a r j u s t i f i a b l e when you c o n s id e r th e p h y s ic a l demands p la c e d on th e p a r t i c i p a n t s o f t h i s p a r t i c u l a r s p o r t d u rin g a c t u a l c o m p e titio n. B e tte r d r i l l s and u se o f e x i s t i n g f a c i l i t i e s an d equipm ent was th e outcom e o f t h i s i n t e r v e n t i o n.

I n d iv id u a l S u b je c ts 1. The am ount o f th e in d iv id u a l a c t iv e p a r t i c i p a t i o n c o in c id e d w ith th e in c r e a s e in th e group a c t iv e p a r t i c i p a t i o n s o no i n te r v e n t i o n was n e c e s s a r y. 2. P o s itiv e s o c i a l i n t e r a c t i o n was a lm o st n o n - e x is te n t in two o f th e s u b je c ts and o c c u r rin g a t a low r a t e i n th e o th e r two s u b j e c t s d u rin g b a s e lin e c o n d itio n s. A lth o u g h in c r e a s e s d id s t a r t t o a p p e a r fo llo w in g th e Phase I I i n te r v e n t i o n, a d e f i n i t e c o n c lu s io n r e l a t i v e t o s o c i a l i n t e r a c t i o n can n o t b e made due t o th e s h o r t e x p e rim e n ta l p e r io d u n d e r w hich t h i s b e h a v io r was re c o r d e d. The low r a t e o f o c c u rre n c e o f p o s i t i v e s o c i a l i n t e r a c t i o n d u rin g th e b a s e lin e was i n t e r e s t i n g a s p h y s ic a l e d u c a to r s and c o a c h e s a r e q u ick t o d e fe n d s p o r t s and a t h l e t i c s a s a means to d e v e lo p good s o c i a l v a lu e s i n t h e i r p a r t i c i p a n t s and y e t i t d o e s n 't a p p e a r t h a t th e s e b e h a v io rs w ere p r e s e n t ev en th o u g h th e s e p a r t i c i p a n ts h ad had p re v io u s e x p e rie n c e i n a t h l e t i c c o m p e titio n * 3. The ra n k in g t y th e co ach o f h ig h e x p e c ta tio n s and low e x p e c ta tio n s p r i o r t o th e open in g o f fo rm a l p r a c t i c e s d id n o t h o ld t r u e t o th e a c t u a l p erfo rm an ce d a ta c o lle c te d on th e f o u r p a r t i c i p a n t s. S u b je c t tw o, who was ra n k e d i n th e low e x p e c ta tio n g ro u p p ro v ed t o more o f an a s s e t r e l a t i v e t o p erfo rm an ce b e h a v io rs t o th e team th a n S ^. S u b je c t two d id have th e lo w e s t r a t e o f s o c i a l i n t e r a c t i o n b e h a v io rs and t h i s slig h t h ave l e d th e co ach t o ra n k in g h e r i n th e low e x p e c ta tio n g ro u p.

li. The p erfo rm an ce b e h a v io r o f c o m m ittin g tu r n o v e r s d id n o t show a s i g n i f i c a n t re d u c tio n a s th e s e a s o n p r o g re s s e d. J u s t " p la y in g th e game" d id n o t a f f e c t a r e d u c tio n in t h i s undes i r a b l e b e h a v io r, s o i t a p p e a rs t h a t a co ach m ust s i n g l e o u t t h i s b e h a v io r and d e s ig n a s t r a t e g y t o re d u c e th e num ber c o m n itte d by th e p l a y e r s. I n g e n e r a l I t c an be c o n c lu d e d t h a t a p p lie d b e h a v io r a n a l y s i s te c h n iq u e s c an be used t o m odify a coach and team m em bers' b e h a v io r s. S in c e th e g e n e r a l changes i n th e coach b e h a v io r s, w ith th e e x c e p tio n o f a c t i v e p a r t i c i p a t i o n, d id n o t a f f e c t change i n t h e team mem bers, i t a p p e a rs t h a t d e s i r a b l e and u n d e s ir a b le b e h a v io rs m ust be in c r e a s e d o r d e c re a s e d th ro u g h p lan n ed i n t e r v e n t i o n on th e t a r g e t b e h a v io r. A f u r t h e r fin d in g i n d i c a t e s t h a t th e p r a c t i c e o f rew a rd in g o n - ta s k p o s i t i v e r e a c tio n s was m o st d i f f i c u l t f o r th e s u b je c t coach t o p e rfo rm. We a s te a c h e r s o r c o a c h e s f in d i t d i f f i c u l t to prsjlse s tu d e n ts f o r d o in g w h a t i s e x p e c te d o f th em. Roc CBnne nda t i ons A s tu d y s im ila r t o t h i s c o u ld e a s i l y b e c o n d u cted i n a h ig h s c h o o l s p o r t en v iro n m en t w ith m ore emphas i s on a p p r o p r ia te o r in a p p r o p r i a t e b e h a v io r s more l i k e l y t o b e p r e s e n t i n th e p a r t i c i p a n t s. F u r t h e r i d e n t i f i c a t i o n o f s p e c i f i c c o ach b e h a v io rs and su b d i v i s i o n o f e x i s t i n g c a t e g o r i e s w hich w ould c o in c id e w ith e s t a b l i s h e d t r a i t s o f a coach would be v a lu a b le a s s i s t a n c e i n c o a c h in g m ethods p r o f e s s i o n a l c o u rs e s.

89 A stucfy c o m p ilin g mean r a t e s and i d e n t i f i c a t i o n o f c o a c h in g b e h a v io rs o f e x p e rie n c e d c o aches who have p ro v e n t o be s u c c e s s f u l ty o u r p r e s e n t s ta n d a rd s w ould be o f g r e a t i n t e r e s t * W orking w ith a l o c a l a t h l e t i c le a g u e and c o r r e l a t i n g th e mean r a t e s o f th e i n d i v i d u a l coach b e h a v io r and t h e i r s u c c e s s i n th e le a g u e w ould g iv e some e v id e n c e o f v a lu a b le coach b e h a v io r s. I f a t h l e t i c s p e r s i s t in c la im in g t h a t d e s ir a b le t r a i t s and v a lu e s a r e g a in e d th ro u g h p a r t i c i p a t i o n th e n f u r t h e r i d e n t i f i c a t i o n o f and m easurem ent o f r e l a t i v e b e h a v io rs sh o u ld be s tu d ie d and p re s e n te d th ro u g h q u a l i f i e d b e h a v io r r e s e a r c h.

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