Behavioral Coaching in the Development of Skills in Track

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Abstract
The use of behavioral coaching to improve track skills with three high school runners was examined. Subjects were trained using verbal instruction, modeling, and prompting for the specific behaviors of conditioning, form, and starts. Behavioral coaching resulted in significant improvement in each skill area. Social validation of the improved track skills of the runner was evident in their reduced times on the lOOm and 200m dash. Implications for athletic coaching procedures are discussed.