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Believe what you tell them. Don't give false praise.
Coach, do you really think I'm any good?
In recent years, we have all been encouraged to consider how children might react to negative criticism. So much so that many leagues with young children do not keep score for fear of creating the sense of ranking, and require everyone play a certain amount of time, maybe even at every position where applicable.
Thelma Horn (1985) has found, however, that certain types of reinforcement—praise and non-reinforcement, in particular—actually diminish children's sense of perceived competence, rather than enhance it. This may sound counterintuitive.
The key is in the nature of the reinforcement or praise, or lack thereof. Using praise for the sake of motivation or discipline has shown to have negative effects on children's sense of competency of an activity. However, when praise is used in combination with either positive or correctional feedback, a greater sense of competency is felt, even with children with obvious lesser ability.
The use of reinforcement or praise non-contingently, does not provide much knowledge to the understanding of the immediate circumstances, and by extension, the sense of competency. Further, such false praise may suggest to the athlete that the coach has lower expectations for that athlete. Or, that equal effort with an identical outcome by another less praised athlete may lessen the sense of competence in the more highly praised athlete.
Any reinforcement and praise should be contingent upon the performance outcome. And, expressed in a way that is age appropriate.
Thelma Horn (1985) has found, however, that certain types of reinforcement—praise and non-reinforcement, in particular—actually diminish children's sense of perceived competence, rather than enhance it. This may sound counterintuitive.
The key is in the nature of the reinforcement or praise, or lack thereof. Using praise for the sake of motivation or discipline has shown to have negative effects on children's sense of competency of an activity. However, when praise is used in combination with either positive or correctional feedback, a greater sense of competency is felt, even with children with obvious lesser ability.
The use of reinforcement or praise non-contingently, does not provide much knowledge to the understanding of the immediate circumstances, and by extension, the sense of competency. Further, such false praise may suggest to the athlete that the coach has lower expectations for that athlete. Or, that equal effort with an identical outcome by another less praised athlete may lessen the sense of competence in the more highly praised athlete.
Any reinforcement and praise should be contingent upon the performance outcome. And, expressed in a way that is age appropriate.