Behavior Modification in Sport and Physical Education: A Review

  title={Behavior Modification in Sport and Physical Education: A Review},
  author={Janet A. Donahue and Jacqueline H. Gillis and Karen D. King},
  journal={The Journal of Sport Psychology},
This paper reviews published research on behavior modification in sport and physical education. Following an introduction and some general information concerning operant technology, the actual review covers three areas: (a) behavior modification and coaching/teaching behavior, (b) behavior modification in physical education and sport environments, and (c) behavior modification and skill development. The studies reviewed document the significant value of using reinforcement principles to create… 

Physical Activity as a Reinforcer in Physical Education

A systematic management program is often needed to control student behavior or elicit their optimum level of performance. One management system that is beginning to receive attention in physical

Behavioral Assessment and Interventions in Youth Sports

Behavioral assessment and interventions have found an increasing range of applications in both research and applied work with youth sport populations. Behavioral assessment has been used for both

A Review of Behavior Analysis Research in Physical Education

This article provides an overview of behavior analysis, reviewing its history and the experimental research conducted in physical education settings. Articles were selected from five journals by

Some Applications of Behavioral Principles to Sport and Exercise Enhancement

There is a considerable overlap between behavioral medicine and the closely related field of sport and exercise psychology. Both deal with the human body, its interactions with the physical and

Exercise persistence: Contributions of psychology to the promotion of regular physical activity

Aerobic exercise (regular, vigorous, physical activity) has a range of established and putative health, psychological, and social benefits. Exercise at lower levels of intensity and frequency may

The Effects of Peer-Administered Token Reinforcement on Jump Rope Behaviors of Elementary Physical Education Students.

Token economies have a long research and applied history within clinical settings and classroom education (Kazdin, 1982). However, despite reported successes in improving physical activity behaviors

Research on Class Management and Organization: Review With Implications for Current Practice

This paper reviews recent research on class management and organization as it applies to physical education. Two main types of research are identified, that which serves to increase the definitional

Analysis and modification of verbal coaching behaviour: the usefulness of a data-driven intervention strategy.

The results of this study provide support for Locke's (1984) contention that behaviour modification can occur by using data as direct feedback, as reinforcement and as information in the form of recommendations.

Implications for the Use of Token Economies in Physical Education: A Literature Review

Token economies have been shown effective and useful within behaviour analysis and general educational literature. However, despite several recommendations for the use of token reinforcement within

A Self-Monitoring Feedback Package for Improving Freestyle Figure Skating Practice

Behavioral coaching techniques consisting of instructions, a self-monitoring checklist, and coach feedback were examined at freestyle practice sessions with three female prenovice figure skaters.



A system for the behavioral assessment of athletic coaches.

The manner in which coders are trained and the CBAS used in field settings is described, and the results of several reliability studies indicate that high scorer accuracy and interrater reliability can be attained.

Self-modification of exercise behavior

The Modification of the Quality and Quantity of Behavior Categories in a Swimming Coach

Experimental procedures were implemented in a competitive swimming training situation in order to change the repertoire, quality, and quantity of several behavior categories in a coach. A multiple

Effects of self-recording on attendance and performance in a competitive swimming training environment.

The effects of publicly marking attendance at practice as a sufficient solution for reducing absenteeism, tardiness, and leaving early and the effects of employing program boards as a means of increasing work output during practice were verified.

Behavioral management of exercise: contracting for aerobic points.

Results indicated that the contract contingencies produced increases in the number of aerobic points earned per week for seven of eight subjects, that the aerobic point system possesses several advantages as a dependent variable for behavioral research on exercise, and that inexperienced observers could be quickly trained to observe exercise behavior and to translate those observations into their aerobic point equivalents.

A behavioral approach to coaching football: improving the play execution of the offensive backfield on a youth football team.

The results suggest that behavioral specification and positive reinforcement of desired play execution is a viable approach to the coaching of football.

Effects of teacher attention on study behavior.

Reinstatement of teacher attention as reinforcement for study once again markedly increased study behavior and indicated that the higher study rates were maintained after the formal program terminated.

Peer reinforcement control of classroom problem behavior.

Peer and teacher interactions with five "disruptive" children were studied in an elementary school classroom to analyze experimentally peer reinforcement control of the disruptive children's problem behaviors.

An evaluation of the effect of various reinforcers used as motivators in swimming.

The significance of these results implies that the role of the swimming coach should be changed to maximize the work response of swimmers.

Stimulus control in the classroom as a function of the behavior reinforced.

By providing contingencies for the products of a child's classroom activities, rather than for being on task, the child will become more independent of the teacher's presence, and more under the control of the academic materials.