In the expectation-performance process, what might a coach do if they doubt an athlete's competencies?

In the expectation-performance process, a coach's perceptions and beliefs about an athlete’s competencies can significantly influence the athlete's performance. If a coach doubts an athlete’s abilities, it can lead to different strategies that might be utilized to address those concerns.

Establishing a lower standard of performance allows the athlete to feel more achievable benchmarks, which may boost their confidence and reduce anxiety about expectations. This approach recognizes the need for a supportive environment that can help facilitate growth, rather than overwhelming the athlete with standards that feel unattainable due to the coach’s doubts.

Requiring more practice drill time can be a method to help the athlete develop their skills further. Increased practice can allow the athlete to gain proficiency and confidence in their abilities, ultimately leading to improved performance. This action is often rooted in the belief that with more time spent honing skills, the athlete may overcome perceived shortcomings.

Being less persistent in skill learning can reflect the coach’s lack of belief in the athlete’s potential to improve. If a coach decides to ease their efforts, it may send a message to the athlete that they do not believe in their ability to succeed, which could inadvertently diminish the athlete’s motivation to learn and improve.

All of these strategies demonstrate the ways in which a coach’s expectations