Steven R. Bray -SRG 2010
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In Phase one of this project, the objective was to ascertain children’s perceptions of verbal and non-verbal feedback they experience when participating in sport instructional activities. Semi-structured, one-on-one interviews were carried out with 61 (n = 24 girls; 37 boys) children taking part in 2-week camp sessions at McMaster University’s Summer Sport Fitness School (SFS) during July and August of 2011. Given the conceptual complexity of the concepts under investigation, participants were initially briefed about the main concepts: self-efficacy, other efficacy, and relation-inferred self-efficacy. Hypothetical school and sport-based interactions were used to provide examples of contexts in which these perceptions could be experienced and participants’ understanding was checked prior to the formal interview. Children responded to a series of structured questions in which they provided examples and contextual information regarding their sport camp experiences when they received feedback from their instructors about their sport-related competency. For example, children offered information about their instructors verbal and non-verbal behaviours following instances when the felt they had performed a sport task (e.g., drill) particularly well and when they felt they had not performed the task well. Content analysis of the responses is currently underway and will be reported at the SCRI presentation session. We expect to unearth a collection of verbal and non-verbal feedback behaviours that will be used to construct manipulations of self-efficacy, other efficacy, and relation-inferred self-efficacy in a series of controlled experiments we will carry out during Phase two of the project.
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