Coaching feedback as a source of information about perceptions of ability:A developmental examination

This study examined, from a developmental perspective, how coaching feedbac k serves as an ability cue. Boys and girls (N = 60) comprising 2 age groups (6-8, 12-14) viewed videotapes of youth athletes attempting to hit a baseb all or softball, followed by a coach who provided evaluative, informational , or neutral feedback. Participants then rated each athlete's ability, effo rt, and future expectancy of success. Separate 2 x 2 x 3 (age x gender x fe edback type) repeated measures MANOVAs were conducted for the successful an d unsuccessful outcome conditions. Following successful attempts, both olde r and younger children rated praise higher than neutral and informational f eedback as a source of ability information. Athletes receiving informationa l feedback following unsuccessful attempts were rated highest, followed by neutral feedback and criticism. Open-ended questions revealed some age-rela ted differences in use of ability information. Results are discussed in rel ation to research on sources of competence information and coaching feedbac k.