| In addition to the expectancy-value model, the | | | | The final process of the self-fulfilling prophecy |
| idea of self-fulfilling prophecy can also help to | | | | theory is the player's performance conforming to |
| explain how the influence of significant others, | | | | the coach's expectations. |
| specifically youth-league baseball coaches, aids in | | | | In the coach's attempt to predict the |
| the development and perpetuation of the | | | | performance of the players, s/he determines |
| "Rightfield Syndrome." | | | | what type of behaviors will be elicited toward the |
| Self-fulfilling prophecy theory is similar to the | | | | player. The player is relatively subject to the |
| expectancy-value model. Self-fulfilling prophecy | | | | behaviors displayed towards him by the coach |
| suggests that coaches form expectations of | | | | and thus the original expectation has been |
| players' abilities and that those expectations can | | | | reinforced by the player's performance and |
| "prophesize" the development and achievement of | | | | behavior. |
| the players. | | | | The bigger and stronger player benefits from the |
| The initial process in the self-fulfilling prophecy | | | | attention afforded to him by the coach and an |
| theory is the youth-baseball coach's forming of | | | | increase in performance is the result. The smaller |
| expectations regarding the players. The coach's | | | | kid fails to perform well because of lack of |
| expectations may include judgments based on | | | | interaction, instruction, and feedback. In both |
| body size and type, performance variables, or | | | | cases, the coach's initial expectations of the |
| behavioral factors. | | | | players are reinforced by their performances and |
| An example might include a coach forming | | | | behaviors. |
| different expectations of performance for a kid | | | | The self-fulfilling prophesy theory incorporates the |
| who is bigger and stronger than the rest of the | | | | coach's interactions with the players in |
| team. The coach may assume that the kid should | | | | demonstrating how a player can reproduce the |
| bat fourth and play catcher where a big strong | | | | expectations of coaches based on the coach's |
| player can be a stand-out. | | | | behaviors toward the players. It is easy to see |
| A coach might also form expectations dependent | | | | how the "Rightfield Syndrome" fits into the |
| upon a player's motor skill proficiency. A kid who | | | | self-fulfilling prophecy theory. |
| has a hard time making longer throws might | | | | What implications does the self-fulfilling prophecy |
| automatically be excluded for positions given a | | | | theory have for the youth-league coach? The |
| higher relative importance such as shortstop or | | | | theory suggests that coaches avoid unwarranted |
| pitcher. | | | | expectations being put on young ball players and |
| The next step in the process involves the coach's | | | | that players should experience the game from a |
| expectations affecting their behavior towards the | | | | variety of positions. Let every player play every |
| players. The coaches predetermined expectations | | | | position and experience the real game of baseball |
| of the bigger and stronger kid affect the way the | | | | without underlying assumptions of ability. |
| coach interacts with the kid. | | | | The phenomena of the "Rightfield Syndrome" in |
| The coach may interact more frequently with the | | | | youth-league baseball is not a phenomena at all. |
| bigger kid giving him more and better instruction | | | | The differences in maturation rates, motor skill |
| than the rest of the team and provide the kid | | | | development, and player interaction with significant |
| with more positive feedback more frequently. | | | | others can explain how certain players are |
| The opposite may be true for the smaller kid | | | | pigeonholed into the rightfield position. |
| who is motorically less proficient than the rest of | | | | This situation is prevalent across all youth sport |
| the team.Resultantly, the coach's behaviors affect | | | | and not just Little League baseball. Coaches and |
| the player's performance and behavior. The bigger | | | | parents must be aware of the potential |
| and stronger kid benefits from the coach's | | | | implications that this situation can have on the |
| behaviors toward him while the smaller less | | | | youngsters involved. |
| coordinated kid may actually get worse in | | | | Particularly, at the youth level in baseball, this may |
| performance due to the coach's neglect. | | | | mean the development of ability-level grouping for |
| The coach spends less time with the smaller kid, | | | | team play and a stronger emphasis on |
| giving less instruction, allowing less participation in | | | | participation that stresses the development and |
| drills, and giving less encouragement. By doing this, | | | | acquisition of fundamental motor skills. Also, |
| the coach is informing the player of how his ability | | | | training and certification for youth sport coaches |
| and performance are valued compared to the | | | | may be an option to help avoid the "Rightfield |
| rest of the team. The athlete then interprets and | | | | Syndrome." |
| internalizes the messages given out by the coach. | | | | Youth sport is about fun and freedom and |
| For the smaller player this may translate into a | | | | attempts should never be made to fit or mold it |
| low perceived competence and little chance for | | | | into the professional model of sport. |
| future improvement. | | | | |