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    The effects of interval feedback on the self-efficacy of netball umpires

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    Authors
    Mahoney, Alison J.
    Devonport, Tracey J.
    Lane, Andrew M.
    Issue Date
    2008
    
    Metadata
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    Abstract
    The present study used quantitative and qualitative methods to explore the relationship between interval feedback and selfefficacy toward umpiring netball games. Grade “A” level umpires (n = 7) provided feedback to umpires (n = 40) under two conditions; 1) interval feedback given at the end of one tournament game (after 14 minutes) and again at the end of a second consecutive game (after 28 minutes), and 2) feedback at the end of the game (after 28 minutes). Umpires in both conditions completed an Umpiring Self-Efficacy Questionnaire (USEQ) which was a 14-item measure designed to assess factors relevant to netball umpire performance. Participants completed the USEQ immediately before game one, during the interval, and after a second game. Umpires also completed a feedback questionnaire which enabled them to reflect on the feedback received. A repeated measures factorial (time x feedback condition) ANOVA indicated no significant interaction effect (F = 0.05, p > .05), and no main effect for condition (F = 0.06, p > .05) or time (F = 1.61, p > .05) for changes in self-efficacy. Although there were no significant effects, qualitative data alluded to aspects of feedback perceived to enhance umpire selfefficacy, thus identifying ways in which feedback might have a more consistent effect. Practical implications of the study in relation to verbal interval feedback are discussed.
    Citation
    Journal of Sports Science and Medicine, 7(1): 39-46
    Publisher
    Asist Group
    Journal
    Journal of Sports Science and Medicine
    URI
    http://hdl.handle.net/2436/40778
    Additional Links
    http://www.jssm.org/vol7/n1/6/v7n1-6abst.php
    Type
    Journal article
    Language
    en
    Description
    The rights to this article are held by the Journal of Sports Science and Medicine, an Open Access journal. The full text can be accessed at the link given above.
    ISSN
    1303-2968
    Collections
    Faculty of Education, Health and Wellbeing

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