Sport and Exercise Psychology, School of Sport, Performing Arts and Leisure, University of Wolverhampton , UK.
J Sports Sci Med. 2008 Mar 1;7(1):39-46. eCollection 2008.
The present study used quantitative and qualitative methods to explore the relationship between interval feedback and self-efficacy toward umpiring netball games. Grade "A "level umpires (n = 7) provided feedback to umpires (n = 40) under two conditions; 1) interval feedback given at the end of one tournament game (after 14 minutes) and again at the end of a second consecutive game (after 28 minutes), and 2) feedback at the end of the game (after 28 minutes). Umpires in both conditions completed an Umpiring Self-Efficacy Questionnaire (USEQ) which was a 14-item measure designed to assess factors relevant to netball umpire performance. Participants completed the USEQ immediately before game one, during the interval, and after a second game. Umpires also completed a feedback questionnaire which enabled them to reflect on the feedback received. A repeated measures factorial (time x feedback condition) ANOVA indicated no significant interaction effect (F = 0.05, p > .05), and no main effect for condition (F = 0.06, p > .05) or time (F = 1.61, p > .05) for changes in self-efficacy. Although there were no significant effects, qualitative data alluded to aspects of feedback perceived to enhance umpire self-efficacy, thus identifying ways in which feedback might have a more consistent effect. Practical implications of the study in relation to verbal interval feedback are discussed. Key pointsInterval feedback may detract from umpires processing of information during a game.Interval feedback can enhance self-efficacy.Findings show that personal and situational factors interacted to determine the outcome of feedback.Feedback should be tailored for the needs of the individual and take into account situational factors, to enhance the possibility of accruing positive outcomes.
本研究采用定量和定性方法探讨了间隔反馈与网棒球裁判自我效能感之间的关系。A 级裁判（n=7）在两种情况下向裁判（n=40）提供反馈：1）在一场比赛结束后（14 分钟后）和第二场连续比赛结束后（28 分钟后）给予间隔反馈，以及 2）在比赛结束后（28 分钟后）给予反馈。两种情况下的裁判都完成了一项裁判自我效能感问卷（USEQ），这是一项 14 项的措施，旨在评估与网棒球裁判表现相关的因素。参与者在比赛前、比赛间隔期间和第二场比赛后立即完成 USEQ。裁判还完成了一份反馈问卷，使他们能够反思所收到的反馈。重复测量因子（时间 x 反馈条件）方差分析表明，没有显著的交互效应（F=0.05，p>.05），也没有条件（F=0.06，p>.05）或时间（F=1.61，p>.05）的主要效应对自我效能的变化。虽然没有显著影响，但定性数据暗示了反馈中增强裁判自我效能感的方面，从而确定了反馈可能产生更一致效果的方式。讨论了该研究与口头间隔反馈相关的实际意义。要点间隔反馈可能会干扰裁判在比赛期间处理信息。间隔反馈可以增强自我效能感。研究结果表明，个人和情境因素相互作用决定了反馈的结果。反馈应该根据个人的需求进行调整，并考虑情境因素，以提高获得积极结果的可能性。
