We can begin to analyse how the two different coaches (played by the same person) uses talk to teach their students.

The Quality coach’s talk’s beginning is much more, formal, encouraging and appreciative than that of the comedy coach. The coach initiates the talk by politely saying ‘good afternoon everyone’ which shows that he respects the students and he is prepared. After the students’ reply, he continues by complimenting the ir punctuality. He asks about their last game positively - he asks them if they had won, not lost, as the comedy coach had. So, we can see a difference in attitude - the quality coach is confident about the team’s capabilities whereas the comedy coach is not. The quality coach is also much more credulous about the team’s achievements. His enthusiastically backchannels (‘five nil!’, ‘You ohh. Fantastic ...’) and expresses positive body language and facial expressions (which suggest that he is really pleased with their performance) to encourage the students to interact with him later on, and they do when they politely say ‘yes’ and ‘okay’ when he instructs them.  

Now, the choice of words, tone, pace, the delivery and the volume of each coach impacts on how the students react to them, and how the audience feel about the coach. The comedy coach uses negative adjectives. His purpose is to show that he dislikes teaching the children. For example, when the comedy coach is on the phone with his friend, he says ‘nothing important - I’m just teaching a bunch of kids’. The word ‘nothing’ clearly demonstrates that he does not care about the students and would prefer to leave the place as soon as possible. On the other hand, the quality coach uses encouraging words such as ‘fantastic’ and ‘brilliant’ to keep the students engaged and boost their moral. The coach repeats ‘fantastic’ and ‘brilliant’ to motivate the students and convey his pride in the team.

The two coaches use tone to distinguish between their normal preparatory talk and their instructions, but their tones have different effect on the audience and the children. The comedy coach frequently raises his voice to reprimand the students and to instruct them. For example, he shouts when he is asked a question which seems inappropriate to him. He asks ‘WELL, YOU WERE NOT WATCHING PROPERLY, WERE YOU?’. His raised voice insinuates that he is frustrated with the student. However, we can see that his frustration is unjustified as he does not explain to the student how to head the ball down, he just demonstrates it cursorily. The effect of his screaming is that he intimidates the students. His screaming also causes the audience to dislike him because he appears to be an unfair teacher. The purpose of his raised voice is to stem the flow of questions from the students, and screaming does have this effect.

Both coaches use techniques such as raising their voice, repetition and body language, but for different purposes and effects. The dialogue between the quality coach and the students  is much more than it is between the comedy coach and the students, because the quality coach uses kind body language and gestures and motivates the students (by saying well done etc), whereas the comedy coach uses intimidating body language and derides the students (by mocking them and mimicking them when they ask questions).