Autocratic and participative coaching styles and its effects on students’ dance performance

Desiree B. Castillo, Allen A. Espinosa

Abstract


Similar to sports, dancing is a skill that has to be mastered. Coaching styles, or the manner in which instructions are delivered, plays a factor in showcasing one's learning and mastery. Among the most commonly applied coaching styles are autocratic and participative. Autocratic style requires the coach to become directive and demanding. While participative style calls for a compassionate and considerate coach. The objective of this study was to determine which of the two coaching styles, autocratic and participative, significantly influence dancers' effectiveness in increasing dance performance. Samples of fourteen (14) college students who are interested in learning dancing, with mean age of 17.4, participated in the experiment. Two groups were formed with equal members obtained through random sampling. Then, they were exposed to their respective condition, autocratic coaching, or participative coaching, while learning dance performance. Effects of the condition to dance performance were gathered using the self-constructed evaluation instrument, which is made to measure the improvement of dance performance. Between-posttest research design was used to address the objectives. Effectiveness of the treatment to dance performance is thereby determined. The results of the study showed that the autocratic coaching style has a significant effect in influencing the performance of the individuals, who are still beginning to master a skill. In conclusion, autocratic coaching style affects the intrinsic motivation of an individual in increasing the person’s dance performance. Other coaching styles were not significantly used in this study.

 


Keywords


coaching style; dance performance; autocratic; participative

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References


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