Abstract
Forensic coaches spend a large amount of time with their students and often struggle to find effective methods of motivation; however, studies have shown that teachers (Christophel, 1990) and athletic coaches (Turman, 2008) can use immediacy as a way to increase student/competitor motivation. This paper examines how forensic coaches can use a specific interpersonal tactic (self-disclosure) to potentially increase student motivation. The review of literature covers self-disclosure and the link between immediacy and motivation in both educational and competitive settings; next, Petronio’s Communication Privacy Management theory is contextualized with forensic coaches; finally, suggestions are offered to forensic coaches who wish to effectively motivate students through self-disclosure.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
Walker, B.
(2015).
Connecting to Students: Self-disclosure as a Motivational Tool for Collegiate Forensic Coaches.
Communication and Theater Association of Minnesota Journal, 38(1).
DOI: https://doi.org/10.56816/2471-0032.1052
Included in
Higher Education Commons, Interpersonal and Small Group Communication Commons, Organizational Communication Commons
