Communication Category | Focus | Examples |
Organizational Communications | They do not influence the performance, of type: | “Go to the right column” “Place yourself on profile to do the parade” |
Technical Communications | The technical instructions in connection with the criteria of/performance/suggestion, intended to improve the skills and strategies used by the student, the type: | “keep your arms fully extended and the gap between the hands parallel to the length of the shoulders in handstand” “Try to contract your abdominals and buttocks” |
Positive Evaluative Communications | To strengthen and confirm the behavior or the success of a motor task, such as: | “Well done, good job!” |
Negative Evaluative Communications | Intended to show the teacher’s disapproval of the student performance (criticism followed by technical information), the type: | “Bad body alignment” “awful, rolls forward, without the head touches the mat” |
Positive Affective Communications | *Designed to stimulate and encourage students to achieve the objectives of the teacher, of the type: *In case of incompetence, the teacher made it t clear he expects more from the student, like: | “Come on, try again; go, courage, you can do it” “No problem, believe in yourself, you’ll do it” |
Negative affective Communications | *They are offensive or sarcastic, usually as a result of inappropriate behavior or incorrect execution, type: *The teacher made it clear to the student that he does not expect a big thing, type | “stupid, you’re really good at Nothing” “even if you try to make an omelet, it’ll be a disaster” |