Communication Category



Organizational Communications

They do not influence the performance, of type:

“Go to the right column”

“Place yourself on profile to do the parade”



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


“even if you try to make an omelet, it’ll be a disaster”