Republic of the Philippines

ISABELA STATE UNIVERSITY

Cabagan, Isabela

FEEDBACK’S RELEVANCE ON YOUNG ATHLETES’ CONFIDENCE AND

PERFORMANCE

A Research Paper
Presented to
Isabela State University
Cabagan Campus

In Partial Fulfillment
Of the Requirement for
Undergraduate Thesis 1

Allauigan, Jhon Carlo B.

Cayde, Mitzi Gay B.
Domingo, Mary-joy V.
Guiuo, John Carlo G.
Jimenez, Jaycel M.
 CHAPTER 1

INTRODUCTION

BACKGROUND OF THE STUDY

As children step onto the playing fields, courts and big competitions they embark on a

transformative journey that extends far beyond the realms of physical activity. The decision

of a child to involve in sports during their formative years is laden with profound

implications in building their self-confidence.

Effective feedback is recognized as a crucial element in the development of athletes,

particularly young athletes who are in the formative stages of their sports careers. The

manner in which feedback is delivered can significantly influence an athletes’ and confidence

subsequent performance. Understanding the relevance of feedback on young athletes is vital

for coaches, parents, and sports psychologist aiming to optimize the learning environment

and foster positive athletic development.

Early participation in organized sports is frequently seen as an important moment of

opportunity for the development of social skills, self- esteem, motor skills and physical

activity-based health maintenance in children (Zaff et al.,2003).

The entire sports process for the elite child athlete should be pleasurable and fulfilling (The

2008 International Olympic Committee (IOC) Consensus Statement on Training the Elite

Child Athlete) however, when considering child participation in sport, a balanced approach is

needed that is neither hypercritical or cynical nor too romantic about the positive outcomes

associated with it.

Harwood et al. (2015) conducted a comprehensive study that underscores the positive

correlation between positive feedback and heightened confidence levels in athletes. Positive

reinforcement has been shown to not only boost confidence but also enhance motivation,

contributing to an athlete's overall psychological resilience. Understanding the intricate

dynamics of feedback is essential for creating effective training environments that foster

positive growth and development.

This scenario motivated the researchers seeks to delve into the feedback of parents and

coaches in the context of young athletes, exploring its relevance on confidence and

performance.

STATEMENT OF THE PROBLEM

This study aims to determine the relevance of coaches and parent’s feedback to young

athletes’ confidence and performance. Specifically, this study has been guided by the

following statement of the problems:

1. Profile of the respondents:

1.1 Date of Birth

1.2 Sports

1.3 Sex

1.4 Grade level

1.5 Highest level of sport achieved

2. What is the common feedback that coaches and parents use for the young

athletes?
 3. What is the relevance of coaches and parents’ feedback to young athletes’

confidence and performance?

SIGNIFICANCE OF THE STUDY

This study aims to benefit the following:

Young Athletes. Through understanding the ways in which different kinds of feedback

impact their own confidence as well as their performance, young athletes may foster the

resilience, self-awareness, and optimistic outlook that are essential for their long-term success

in sports. Young athletes were refereed as ages 11-13 years old in this study.

Coaches. This research helps to refine coaching strategies for young athletes' development.

Insight into feedback's role in shaping confidence and performance empowers coaches to

create positive learning environments, implement effective communication, and optimize

coaching methods.

Parents. Pivotal in supporting their children. Awareness of the nuanced effects of feedback

equips parents to better understand their young athletes' needs and support, and contribute to

a healthy environment at home.

Sports. In the broader context, this study significantly contributes to make progress in youth

sports programs. Influencing sports curricula, training protocols, and initiatives for a positive

sports culture for young athletes.

School. Given the involvement of many young athletes in school sports, this study is relevant

for educational institutions. Findings can guide school sports programs, aiding educators and

administrators in creating environments promoting well-being and holistic development.

Future Researchers. The insights generated by this study serve as a basis for providing

direction for more targeted investigations into the complex aspects of youth sports

psychology.

SCOPE AND DELIMITATION

The scope of the study will be focusing to athletes in elementary school in Tumauini,

Isabela. The research will be concentrating on the relevance of feedback of parents and

coaches on young athletes. There would be an assistance with the guidance counselor in

conducting the actual interview with the study. However, it is important to note the

delimitations of this study. While multiple factors that may contributes to confidence and

performance of young athletes, it will not extensively academic performance, social aspect,

and behavior.
 CHAPTER II

REVIEW OF RELATED LITERATURE

REVIEW OF LITERATURE AND STUDIES

Sports is a form of physical activity that aims to discover the capabilities of athletes,

to compete, to improve the skills required, and for enjoyment and fulfillment. At the early

stages of childhood, they were exposed to different sports. As young athletes embark on their

developmental journey, the role of feedback emerges as a critical factor in shaping their

performance outcomes.

When youth sports coaches were instructed in coach effectiveness training, an enhanced

sporting experience was reported by most athletes. These coaches improved player

satisfaction, motivation, self-esteem, compliance, and attrition rates through positive

reinforcement and teaching, Barnett NP, et al. (1992).

In addition, Guadagnoli and Lee's (2004) research delve into the importance of feedback

specificity in skill acquisition. Tailoring feedback to address specific aspects of an athlete's

performance has been linked to improved learning outcomes and subsequent enhancements in

performance. Parental and coaches' feedback had a big relevance on the young athletes.

Young athletes also consider their participation in sports to be influenced by their parents'

knowledge and expertise (Turman 2007).

Studies by Dweck (2007) and Hattie and Timperley (2007) caution against overlooking the

potential pitfalls of negative feedback. While constructive criticism is essential for growth, an

excess of negative feedback can lead to detrimental psychological effects, impacting the

athletes' confidence and hindering their performance. Understanding the delicate balance

between constructive criticism and discouragement is pivotal for coaches and educators. The

parental role also played a vital role in the playing and performance of young athletes as they

played the roles of mentor, teacher, and supporter/encourager (Turman 2007). Further, using

corrective cues increases the self-confidence of both easy and difficult skills (Tzetzis et al.,

2008).

But there are findings that, thirty percent of youth report negative actions of coaches and

parents as their reason for quitting sport, Breuner CC, (2012). A substantial body of research

by Harwood et al. (2015) establishes a positive correlation between positive feedback and

enhanced athletic performance. Positive reinforcement not only serves as a motivational tool

but also contributes to increased self-efficacy, fostering an environment conducive to skill

refinement and overall performance improvement.

Therefore, expanding beyond immediate performance outcomes, Harwood et al. (2015)

explore the psychological implications of feedback on young athletes' motivation and

resilience. Positive feedback has been associated with increased intrinsic motivation, while

negative feedback may influence athletes' commitment to training and competitive endeavors

over the long term. This emphasizes the need for precise and targeted feedback strategies to

maximize the impact on young athletes’ role in the development of talented athletes,

(Celestino et al. 2015, Knight, C. J. 2017).

CONCEPTUAL FRAMEWORK

The researchers consider the variables of this study to be able to determine the

repercussions of feedback coming from parents and coaches in relation to the athletes’

confidence and performance in sports. The conceptual framework in this research study will

use the Input-Process-Output (IPO) model. The Input frame will serve as the types of

feedback, Positive Feedback, Corrective Feedback, and Negative Feedback. On the Process

frame, it will serve as the pre-test and post-test of athletes’ perception and interpretation on

different feedback. Lastly, the Output frame will serve as the changes and effects on young

athletes’ confidence and performance.

PROCESS
Positive Feedback Athletes'
Corrective Feedback Athletes' Confidence
Negative Feedback Perception and and
Interpretation Performance
INPUT OUTPUT

Figure 1. Research Paradigm of the Study

RESEARCH HYPOTHESIS

Positive and Corrective Feedback enhances the confidence and performance,

meanwhile negative feedback worsens the confidence of young athletes.

DEFINITION OF TERMS

Relevance. It refers to the significance of feedback to the young athletes’ confidence and

performance.

Feedback. Information about reactions of the parents and coaches to the performance of the

young athletes.

Young Athlete. It refers to a young athlete ages 11-13 years old, who actively participates in

an athletic activity, including a sports. It also refers to at least 1-year athletic participation of

a young child to any kind of sports.

Confidence. It refers to a feeling of self-assurance arising from a young athlete after hearing

feedback from their parents and coaches.

Performance. It refers to the young athletes’ ability to demonstrate a skill in a particular

sports, considering the feedback from parents and coaches.

 CHAPTER III

RESEARCH METHODOLGY

This chapter presents the methodology that will be utilized in the study, consisting of

research design, respondents, research instruments, data gatherings, and the statistical

analysis.

RESEARCH METHOD AND DESIGN

This study is correlational research wherein it will test whether feedback coming from

coaches and parents are relevant to the confidence and performance of the young athletes.

RESEARCH INSTRUMENTS

This study adapts the survey question used in the study of Beckman et al. (2003)

which is the Survey of Athletic Experiences (Beckmann et al. 2003) which will be the part

one (1) questionnaire will determine the experiences of the athletes regarding to their athletic

experiences. Survey questionnaires consist of twenty-eight (28) questions, wherein will be

modified through the help of school guidance counselor or registered psychometrician. The

question in this scale asks about their perception and interpretation of the individual

regarding from the past experiences in joining the sports. Sample questions are; 5) While

competing, I worry about mistakes and failing to come through. 6) I feel confident that I will

play well.

The survey questionnaire includes the demographic profile of the students, such as

date of birth, sports, gender, and highest-level sport achieved. For each question, the

respondents choose from the following alternatives:

 0 – Almost never; 1 – Sometimes; 2 – Often; 3 – Almost Always

Part two (2) questionnaire will be adapted from the book of Sport, Exercise and

Performance Psychology, Robin Vealy et al., (2018) which is the survey of Sources of Sport-

Confidence Questionnaire. Survey questionnaire consists of 45-item questions, which will be

modified through the help of school guidance councilor or registered psychometrician. The

question in this scale asks about when they were very self-confident in their sport and think

about the things that made them confident in those situations. Sample questions are; 17)

believe in my ability to give maximum effort. 24) am encouraged by coaches and family. 25)

get positive feedback from coaches.

For each question, the respondents choose from the following alternatives:

1 2 3 4 5 6 7

Not all important of highest important

RESPONDENTS OF THE STUDY

The respondents of the study are from Arcon-Maligaya Elementary School. To

gather the qualitative data, among the grades 5 & 6 students, those athletes who had 1-year

experience in sports will be the sample respondents of the study. Purposive sampling will be

used to identify the students in which they were able to provide adequate and relevant

responses.
DATA GATHERING PROCEDURE

The researchers will use the structured survey questionnaire, Survey of Athletic

Performances. Questions were floated personally to respondents with the help of school

guidance counselor to evaluate students by collecting datasets analyzing and comparing them

to assess the results. Also, the consent of the respondents to be part of the study, particularly

to interview and accomplish a survey questionnaire.

Prior to the conduct of interview and floating of the survey questionnaire, an

orientation among participants, parents and coaches will be done to discuss the purpose of the

study, and how when they participate to a competition.

DATA ANALYSIS

The researchers will gather the data statistically treated to answer the questions in the

study. Statistical tools in the analysis and interpretation of the data are the following:

Frequency and Percentage will be used to determine the demographic profile of the

students in terms of date of birth, sport, gender, and highest-level sport achieved.

Mean and Standard Deviation will utilize to assess the relevance of feedback on young

athletes of Arcon-Maligaya Elementary School to their confidence and performance.

Independent Sample T-Test will be used to investigate the difference between the pre-test

and post-test of the young athletes’ confidence and performance before and after they join a

sports competition.
REFERENCES

Paul D. Turman (2007). Parental Support Involvement: Parental Influence to Encourage

Young Athletes Continued Sport Participation. ResearchGate.

Parental Sport Involvement: Parental Influence to Encourage Young Athlete Continued Sport

Participation | Request PDF (researchgate.net)

Tzetzis G, Votsis E, Kourtessis T. The effect of different corrective feedback methods on the

outcome and self-confidence of young athletes. J Sports Sci Med. 2008 Sep 1;7(3):371-8.

PMID: 24149905; PMCID: PMC3761887.

The effect of different corrective feedback methods on the outcome and self confidence of

young athletes - PubMed (nih.gov)

BECKMAN. J., & KELLMAN. M. (2003) Procedures and principles of sport psychological

assessment. The Sports Psychologist. 17, 338 – 350

Barnett NP, Smoll FL, Smith RE. Effects of enhancing coach athlete relationships on youth

sport attrition. The Sport Psychologist. 1992;6:111–127

Smith: Coach effectiveness training: A cognitive-behavior... - Google Scholar

Merkel DL. Youth sport: positive and negative impact on young athletes. Open Access J

Sports Med. 2013 May 31;4:151-60. doi: 10.2147/OAJSM.S33556. PMID: 24379720;

PMCID: PMC3871410.

Youth sport: positive and negative impact on young athletes - PMC (nih.gov)

Jordan Miranda Pocaan, Analiza Pasano (2022). Motivation and challenges in a humble

beginning: The case of potential young Filipino (Batang Pinoy) boxers

(PDF) Motivation and challenges in a humble beginning: The case of potential young

Filipino (Batang Pinoy) boxers (researchgate.net)

Cruz, L. A. D., Ocampo, L. M. S., Urrutia, J., & Cruz, J. C. D. (December 2020). Level of

sports traits confidence and enjoyment of selected elementary athletes in Manila. Journal of

Physical Education Research, Volume 7, Issue IV, 10-23.

JOPERVolume7_Issue4_10_12_2020_221.pdf

Cora Collette Breuner, MD, MPH FAAP. (July 2021). Avoidance of Burnout in the Young
Athlete
https://doi.org/10.3928/00904481-20120727-14

SURVEY OF ATHLETIC EXPERIENCES (SAE)

SOURCES OF SPORT-CONFIDENCE QUESTIONNAIRE (SSCQ)