A triadic comparison of the use of observational learning amongst team sport athletes, coaches, and officials

ObjectiveThe purpose of this research was to investigate patterns of observational learning implemented by team sport athletes, coaches, and officials.MethodThe Functions of Observational Learning Questionnaire (FOLQ; Cumming, Clark, Ste-Marie, McCullagh, & Hall, 2005) was administered to 240 participants (20 athletes, coaches, and officials from basketball, baseball, ice hockey and soccer respectively).ResultsAnalysis of variance revealed that the skill function (M = 5.33, SD = 1.16) was significantly highest across all participants, followed by the strategy (M = 4.81, SD = 1.23), then performance functions (M = 3.33, SD = 1.23). The results also indicated that coaches (M = 5.62, SD = 0.90) scored significantly higher than athletes (M = 5.16, SD = 1.27) and officials (M = 5.20, SD = 1.23) on the skill function; coaches (M = 5.15, SD = 1.13) ranked significantly higher than athletes (M = 4.74, SD = 1.32) and officials (M = 4.55, SD = 1.15) on the strategy function; and officials (M = 3.61, SD = 1.20) scored significantly higher than coaches (M = 3.05, SD = 1.23) on the performance function.ConclusionsThe pattern of observational learning for all participants was similar to previous findings. Individually, coaches scored highest on the skill and strategy functions, while officials scored highest on the performance function. The results are noteworthy as they provide the first comparison of athletes, coaches, and officials. Comparisons amongst these sport participants may lead to a better understanding of the learning process that occurs through observation for athletes, coaches, and officials.

► Team sport athletes, coaches, and officials use the functions of observational learning in a similar pattern (i.e., they use the skill function most often, followed by strategy, then performance functions).
► Team sport coaches use the skill function of observational learning significantly more often than athletes and officials. Athletes and officials do not differ on their use of the skill function.
► Team sport coaches use the strategy function of observational learning significantly more frequently than athletes and officials. Athletes and officials do not differ on their use of the strategy function.
► Team sport officials use the performance function significantly more than coaches. No significant differences exist between officials and athletes or coaches and athletes.