Several studies including non-expert participants have explored the role of positive and negative feedback in sports tasks.

Positive feedback is identified by coach expressions emphasizing what has been done well throughout the task, praise, or athlete encouragement. Individual’s perceived competence and autonomous motivation acted as mediators in the relationship between these three variables and vitality. At last, vitality has also been found to be indirectly associated with the type of feedback received, the perception of the coach’s feedback, and the coach’s autonomy support behaviors (a type of positive feedback).

While this aspect has been positively associated with the high perception of a coach’s positive feedback, no differences were found between mild and strong positive feedback. Within the eudaemonic perspective of well-being, vitality has been conceptualized as a psychological experience consisting of possessing enthusiasm and encouragement, which leads a person to a positive feeling of aliveness and energy. In sum, these results highlight the relationship between coach behavior during training and competition, and their combined effect on collective effectiveness in expert women’s handball teams. In contrast, a higher perception of negative activation predicted lower levels of collective efficacy. The results of this study indicated that higher levels of perceived training and instructional behavior, positive feedback, along with social and instrumental support, predicted greater collective efficacy. In this sense, the supportive behavior of a coach seems to act as an essential factor to achieve greater efficacy in expert women handball players. Through their behaviors, they can have profound cognitive, behavioral, and emotional impact on their athletes too. The coach’s influence is related to communication skills and type of feedback used. However, it is important to mention that all participants in this study presented higher levels of experience. The study by Badami, VaezMousadi, Wulf and Namazizadeh, which provides feedback on accuracy of golf putting trials to a group of university students, indicated that feedback regarding the accuracy of their trials resulted in higher levels of self-confidence and effective learning. The results revealed that feedback has a strong impact on self-efficacy. In a study by Schunk and Cox, participants’ actual performance was irrelevant to the feedback that they received. Studies related to a coach’s feedback and behavior have shown that training conditions which induce positive feelings related to participants’ results can increase perceived competence and self-efficacy as well as performance and motor learning. In this paper we present the results of a study regarding the impact that feedback has on different behavioral aspects in expert women players, such as motivation, motor learning, perceived competence ), self-efficacy and performance relationship, and well-being. Rather, evidence is emerging suggesting that feedback provided to athletes is useful for learning motor skills as well as having an effect on other variables that determine performance. The effect of feedback, on both performance and motor learning, is no longer looked at solely as a means to improve performance.

Among the varied responsibilities that a coach takes on is the providing of information so that his or her athletes can progress in the execution of tasks.

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