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Further more, no words or phrases used as downgrader or upgrader appeared in any of the requests.

3-External modification

Table 2 shows how external modification used by the Australian and Vietnamese coaches in making requests in three different situations. The coding system of the external modification is based on the source of Blum-Kulka et al. (1989).

In table 2, ‘supporting move disarmers’ is the most frequently used with all 10 coaches in each group using it in situation 3. Also, it was used considerably for the second situation (4 and 5), and down to 3 in the first situation. The modification of grounders was often used by the Australian coaches - 5 for each of situations 1 & 2, but only 1 for the third situation. In contrast, the number of Vietnamese coaches using the modification is very low - 1 to a maximum of 3.

The number of coaches using the modifications 1, 5 and 6 is low at approximately 1 to 2 in three situations. The rest of the modifications, ‘aggravating supporting moves’ (insult, threat, moralizing), were not used at all.

V- DISCUSSION

In the discussion, all the questions to the study will be given appropriate answers based on the analysis of the above result.

1-What kinds of strategy types of the head act would the Australian and Vietnamese coaches use in making requests?

To find the answer to this question let us look at each situation in terms of complexity level.

In situation 1 (described in the DCT description) ‘strategy obligation statements’ was used frequently by both groups of coaches. The Vietnamese coaches used it approximately twice as much as the Australians did. The coaches believed that improving skills would concern not only players’ obligation but also players’ self-esteem. Therefore, they have to use self-discipline to carry out the exercise. As a result of this belief, 40% of the Australian and 70% of the Vietnamese coaches gave strong statements to their players such as using “you must, you have to, you need to, you should” in their requests.

The obligation of players themselves is more obvious in the requirement to improve their physical fitness. It is determined by the way of using ‘strategy obligation statements’ in situation 2 (70% of Australian coaches and 80% of Vietnamese coaches). This number shows that both groups of coaches have similar recognition of player’ obligation in improving both their skills and physical fitness & have the same use of ‘strategy obligation statements’, especially in the situations 1 & 2.

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