chapter 7: communication in sport - welcome to mohd rizal...

CHAPTER 7: COMMUNICATION IN SPORT

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Communication Process

Decision to send a message about

something

Encoding of the message by the

sender

Channel through which the message is

transmitted to receiver

Decoding the message by the

receiver

Internal response by the receiver to the

message




Types of Communication

Interpersonal communication

Verbal and nonverbal communication

Involves at least two people and a meaningful exchange

Intrapersonal communication

Communication we have with ourselves (self-talk)

What we say to ourselves usually helps shape and predict how we act and perform

Self-talk can also affect motivation




Sending a Message Effectively

Verbal messages

Should be sent clearly and interpreted correctly

Effective verbal communication includes such

characteristics as being clear and consistent

being direct, and delivering messages

immediately




Aspect of verbal communication

“You” messages are undesirable messages in

which speakers appear to judge people and place

them in a defensive position

“I” messages are desirable messages that reflect

the speaker’s true feelings better than judgmental

“you” messages




Barriers to Effective Verbal Communication

Criticizing – hash, negative evaluations of another

person

Name-calling and labeling

Advising

Ordering

Threatening – threat are intended to control the other

person by verbal force

Moralizing – preaching to other person about what

or she should do




Nonverbal messages

Physical appearance

Fat, skinny, handsome, sloppy, attractive, and etc.

Dress can convey powerful information

Posture

How people carry themselves also send a message

Ex: someone who shuffles along with his head

down and his hands in his pockets conveys

sadness




Gestures

Ex: folding your arms across your chest

usually expresses that you’re not open to others

Body position

Refers to the personal space between you and

others and to the position of your body with

respect to others

Ex: coach’s surrounding herself with starting

players rather than with reserves.




Touch

Touching is another powerful form of nonverbal

communication that can be used to calm someone or

express affection or other feelings, depending on the

situation.

With the increased sensitivity regarding the issue of

sexual harassment, coaches and teachers have to be

especially careful in their use of touching

You must make sure that the touching is appropriate and

is welcome by the athlete or student




Facial expression

Your face is the most expressive part of your body

Getting eye contact usually means that your listener is interested in your message

Voice characteristics

The voice quality often betrays true feelings, moods, and attitudes, revealing what we might never state verbally

Voice characteristics include pitch (high or low), tempo (speed), volume (loud or soft), rhythm (cadence), and articulation (enunciation)




Guidelines for sending effective verbal and nonverbal

messages:

Be direct

Own your message

What you are saying is what you believe

Use “I” and “my” when referencing your message

Be complete and specific

Provide all the information he/she needs to fully

understand your message




Be clear and consistent

Avoid double messages

State your needs and feelings clearly

Separate facts from opinion

State what you see, hear, and know, and then

clearly identify any opinions or conclusions

you have about these facts

Focus on one thing at a time




Deliver messages immediately

Responding immediately makes more effective

feedback than a delayed response

Make sure your message does not contain a

hidden agenda, which means that the stated

purpose of the message is not the same as the

real purpose




To determine if your message contains a

hidden agenda, ask yourself these 2 questions:

Why am I saying this to this person?

Do I really want the person to hear this, or

is something else involved

Be consistent with your nonverbal messages




Be supportive

Don’t deliver messages with threats, sarcasm,

negative comparisons or judgments

Reinforce with repetition

Repeat key points to reinforce what you are

saying but don’t repeat too often

Use additional channels of communicating – a

picture/video etc.




Make your message appropriate to the receiver’s frame of reference

Message can be much better understood if you tailor them to the experiences of the person with whom you are communicating

Look for feedback that your message was accurately interpreted

Watch for verbal or nonverbal signals that the person to whom you are speaking is receiving message you intended




Receiving Messages Effectively

The most useful way to become more effective in

receiving messages is active listening

Active listening

Involves attention to main and supporting ideas,

acknowledging and responding, and giving

appropriate feedback as well as using nonverbal cues

to show understanding, focusing on both intellectual

and the emotional content of the message




Strategies for developing active listening skills:

Pay careful attention to the person who is talking

Paraphrase

Synthesize themes and patterns

Give feedback in a competent manner




Recognizing Breakdown in Communication

Breakdown often occur either in sending or in

receiving a message:

Sender failures

Messages transmitted poorly

Example: ambiguous messages, inconsistent

Receiver failure

Misinterpreting messages, do not pay close

attention




Factors that contribute to failure in

communications are:

Many people believe it is others, rather than

themselves, who are ineffective, and therefore

they do not see the need to improve their own

communication skills

Lack of trust among people




Dealing with Confrontation

Confrontation

Is a way of communicating, a face-to-face

discussion among people in conflict

When properly used can help both parties

understand the issues more clearly without feeling

undue stress, guilt or inadequacy




Useful not only for major conflicts but also for

minor conflicts

Confrontation should be avoid when people are

angry

In what situations should you use confrontation?

Decide by considering the purpose a

confrontation might serve




Assumptions for approaching a confrontation:

All needs are legitimate and important and must

be attended to

There are enough resources to meet all needs

Within every individual lie untapped power and

capacity, and people in conflict know what they

need




Process is important as content because it

provides direction and focus

Improving situations is different from solving

problems

Everyone is right from his/her own perspective

Solutions and resolutions are temporary states

balance and are not absolute or timeless




How people deal with conflict:

Aggressive style – a way of dealing with conflict

in which people run roughshod over others in

demanding, abrasive, hostile way

Manipulation style – a way of dealing with

conflict in which people try to get what they want

by making others feels guilty or sorry for them




Passive style – a way of dealing with conflict in

which people are nonassertive and submissive and

don’t let others know what they want

Assertive style – a way of dealing with conflict in

which people express their feelings, ask for what

they want, say “no” to things they don’t want, act

in their own best interest




Strategies for becoming a more assertive individual

Evaluate your rights

State the problem to the person involved in terms of

its consequences for you

Express your feelings about the particular situation

Make your request

Use assertive nonverbal behavior

Keep your request simple

Avoid asking for more than one thing at a time

Describe the benefits of your request




Delivering Constructive Criticism

Constructive criticism can be provided through what is

known as “sandwich approach”:

Technique to offer constructive feedback in a

sensitive yet effective manner

This type of criticism avoids the negativism that

usually accompanies critical remarks

It allows people to focus on the positive aspects of

their behavior




Sandwich approach:

Involves 3 sequential elements:

Positive statement:

o Make positive comment at first even though

student has made a mistake. Example:

“you’re really working hard out there”

o The recipient of the communication must

perceive the positive statement as sincere and

not efforts just to make him feel better




Future-oriented instructions

Provide critical instructional feedback – behaviour or strategies to use the next time the person performs the skill

“next time, try to slow down and not get ahead of the music

A compliment

Ending interaction on a positive note makes it more likely that the instruction will be remembered

“you are looking good, keep up the good work”




Steps/Principles of Communicating in a Constructive Manner

4 steps/principles are:

Describe your feelings

Describe your thoughts about the action or event

that concerned you

Describe the tangible reason why the behavior

affects you

Describe what you want done




Coach-Athlete Relationship

Three interpersonal constructs:

Closeness

reflect the emotional tone that coaches and athlete

experience and express in describing their

relationship

Co-orientation

occurs when relationship members have

established a common frame of reference, namely

shared goals, values, and expectations




Open communication facilitates the

development of co-orientation

Complementarity

Refers to the type of interactions in which the

coach and athlete are engaged

Reflects coaches’ and athletes’ acts of

cooperation




Improving Communication

Tips to improve communication between teacher-

student:

Convey rationales

Express empathy, not sympathy

Use communication style that is comfortable for you

Learn how to become more empathetic by placing

your self in the shoes of your athlete




Use positive approach when communicating,

which includes the liberal use of praise,

encouragement, support, and positive

reinforcement

Always acknowledge the greetings of others

Be consistent in administering discipline

If you have an open door policy for your students

and athletes, show that you are sincere about it




chapter 7: communication in sport - welcome to mohd rizal...

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