INTERPRETING THE OPEN TO FEEDBACK SCORE ON THE MSA

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The athlete who is open to feedback seeks feedback, either positive or negative, from as many different sources as possible. The feedback information is not distorted by the athlete to match pre-existing ideas of strengths and areas in need of development. The athlete who is open to feedback carefully observes his/her own performance and compares it to personal standards and expectations. An athlete is open to feedback when he/she observes others’ performances to find ways to improve. The athlete who is open to feedback listens carefully to the coaches’ advice and works hard to understand and implement it.

 

WHAT CAN INFLUENCE THE OPEN TO FEEDBACK SCORE?

Openness to Feedback is enhanced when scores on Mastery Approach are high. Open to Feedback is diminished when Self-Worth and Task Confidence are low.

TIPS FOR ATHLETES

What is the evidence for and against the presence of good Open to Feedback skills? Is your MSA score high or low? What are your Open to Feedback BITEs?

1. You and the feedback giver may feel uncomfortable about getting honest feedback, so put yourself and the feedback giver at ease by sharing an observation about yourself when you performed well and when you did not. Give yourself feedback first as an example. Then the feedback giver can respond and add comments about your observation and provide additional feedback.

2. Listen to the feedback giver, do not rationalize, explain, defend, or challenge the information. Ask only for clarification. Thank the feedback giver and ask if you can ask again in the future.

TIPS FOR COACHES

Which athlete(s) had high scores on Open to Feedback in the MSA? Am I Open to Feedback about my own role as coach? Is the feedback I provide clear? Is my feedback specific? Is it given to athletes in a positive context?

1. Select as your team leaders or team captain the athlete or athletes who score well on most or all of the MSA mental skills. Select your team leaders or team captain based upon whether their teammates do or will respond to him/her as a role model.

2. Recognize that different athletes may act as leaders in different situations. The athlete who is the leader in a game or following a setback may not be a leader during practice or in off-the-field situation. Ideally your team captain and formal leaders act as leaders in all or most situations.