The coach provides information in order to tell the athlete that his/her performance was satisfactory and that he/she can continue further. The nature of the information is such that it indicates either of two things, 1) the performance was satisfactory and should be repeated in the same manner, or 2) the performance was satisfactory but can be improved even further by incorporating additional features which are included in the feedback communication. Feedback can concern both skill and general behaviors and must stipulate what to do on the next occurrence of the behavior.

The coach openly demonstrates pleasure with the behavior of an athlete, group, or team. It conveys a positive feeling about or acceptance of the behavior to which it is related. It can be verbal (e.g., "Good!"; "That is the finest technique I have seen you do"; "Great effort") or non-verbal (e.g., excited clapping, flashing a victory sign). The reward is differentiated from feedback in two ways, 1) it is purely directed at some past performance, and 2) the informational content does not indicate what to do on the next occurrence of the behavior.

The coach provides information in order to tell the athlete that his/her performance was not satisfactory and how it must be altered to continue further. The content should include the performance characteristics that must be introduced to produce at least a satisfactory performance. This contrasts with feedback, as correcting implies that the performer still has to achieve an adequate performance. Correcting can concern both skill and general behaviors and must stipulate what to do on the next occurrence of the behavior.

The coach disciplines or openly displays displeasure with the behavior of an athlete, group, or team. It conveys a negative feeling about or unacceptability of the behavior to which it is related. It can be verbal (e.g., "That was a poor shot") or non-verbal (e.g., "thumbs-down" sign; halt hand signal). Prohibiting is differentiated from correcting in two ways: 1) it is purely directed at some past performance, and 2) the informational content does not indicate what to do on the next occurrence of the behavior.

The coach questions one or more athletes on matters related to the sport.

The coach directs an athlete, group, or team to do something directly related to the subject matter of the sport. The content does not refer to any previous behavior.

The coach explains, elaborates, or summarizes previous material or paraphrases a statement that was not understood. The content must be related to the subject matter. This behavior is very noticeable when new information is being presented.

The coach answers an athlete's question. The question must be related to the subject matter of the sport.

The coach surveys the activity environment without focusing on a particular individual.

The coach listens or pays attention to what an athlete or group is doing or saying. The coach obviously focuses on some activity or behavior.

The coach engages in behaviors that lead up to but are not directly related to a learning situation or the subject matter of the sport.

Examples: Establishing order; getting a piece of equipment; moving to a group; checking attendance.

The coach is not involved in verbal or non-verbal activity relevant to the team or subject matter of the sport. Generally, no interaction between the coach and athletes is evidenced. To record this behavior it must be the only category evidenced in the observation period.

Examples: Looking out a window; not being present in the environment; talking to a visitor; answering the telephone.