FEEDBACK

Purpose of feedback

reinforcement, motivation

Types of feedback

Intrinsic (inherent), Extrinsic (augmented) (terminal knowledge of results, knowledge of performance, concurrent, verbal, non-verbal)

Feedback

Feedback is the information a performer receives about their performance of a skill. It can be given before, during, or after the performance.

Why feedback is essential to improvement

it allows the performer to compare their current performance with desired performance.

Without feedback

a performer will be unable to correct errors and make changes to improve performance with the same speed and proficiency as when feedback is available.

Impact of motivational feedback on performers

They are more interested in and involved in training, Persist longer in learning a skill, Apply greater effort to learn a skill

Motivational feedback quote example

“You are currently at stage 11.4 in the Beep Test. If you can get to stage 13.5, you will be considered to play in the starting line up.”

Purpose of feedback - 1. To motivate the performer

A coach can provide feedback that motivates the performer to continue to strive for improvement or to reassure the performer that progress is happening. Motivational feedback must be realistic.

Purpose of feedback - 2. To reinforce learning and provide information

Feedback can be used to reinforce learning or performance, increasing the chances of the behaviour being repeated. This is particularly important for individuals in the Cognitive stage of learning as they begin to understand the task demands. Positive feedback should be included in the feedback, as should some words of encouragement to maintain motivation levels.

Feedback aimed at changing performance

Feedback can also be given to the performer aimed at changing aspects of their performance. By providing information about what was performed correctly and incorrectly during the previous performance, the athlete can make the necessary changes to improve their next attempt. Feedback is often provided using video analysis.

Reinforcement quote example

“You played well today because you looked for a teammate to pass the ball to, just like at training, instead of kicking it without looking first. Really good effort – well done.”

Intrinsic (inherent) feedback

Intrinsic (inherent) feedback is received from sensory receptors inside muscles, joints and tendons, which provide information to the performer about their execution of the skill. Internal feedback lets a player know how well the ball was hit as soon as contact between the ball and stick is made.

Extrinsic (augmented) feedback

Extrinsic (augmented) feedback is information received from outside the body. It is received by the sensory system and is seen, felt or heard and is delivered by a coach or instructor. Provides additional information to the performer, e.g. coach tells the player they missed the shot at goal because they had no follow through

Extrinsic Feedback categories

1. Knowledge of Results, 2. Knowledge of Performance

Knowledge of Performance

Subjective feedback that a performer receives regarding the quality of their movement or technique. Analysis of technique and execution of the performance.

Knowledge of Results

Objective feedback provides the performer with information regarding the success of their performance in achieving the desired outcome. Analysis of the result or outcome of the movement.

Knowledge of Performance basketball example

“you are getting good knee bend on your free throws”

Timing of extrinsic feedback overview

Extrinsic (augmented) feedback can be provided either during the performance e.g. a runner taking a message to a player at half-time or another break in play. It can also be provided after the performance has been completed.

1. Concurrent Extrinsic Feedback

Provided during the performance via the coach. The player can use this information to change performance if need be immediately, or if the feedback is positive, maintain current performance. E.g. a soccer coach who provides verbal feedback to their defensive line during a game to immediately change their position. Concurrent feedback can be used to change immediate performance.

2. Terminal Extrinsic Feedback

Provided by an external source after the movement has been completed. The performer can only use this feedback to change future performance.

How stage of learning dictates terminal feedback timing

Cognitive – the sooner, the better, as novice performers will find it harder to reflect on their performance after some time. Autonomous – whilst immediate terminal feedback is effective, and it may also be beneficial to allow the performer to think about and evaluate their performance before providing feedback.

Frequency of feedback general rule

No set rule regarding how often a coach should provide feedback during a skills session. Generally accepted that the frequency should be reduced as a performer moves through the stages of learning from Cognitive to Associative (and possibly to Autonomous as not all performers move through to this stage).

Feedback Frequency - Cognitive stage

Frequently during each skills session

Feedback Frequency - Associative stage

Less frequently

Feedback Frequency - Autonomous stage

Infrequently (coach instead focuses on game tactics)

Non-verbal extrinsic feedback

Non-verbal feedback is feedback communicated to the performer without using words. Gestures, body language, posture, facial expression, and hand signals can all convey information to a performer.

Non-verbal feedback usage

Non-verbal feedback is often used in conjunction with verbal feedback and can if used correctly, reinforce verbal communication, e.g. a coach with an angry facial expression giving the team a spray at halftime about their poor first-half performance has his verbal message reinforced by his facial expression.

Technological advancements in non-verbal feedback

Technological advancements have also allowed coaches to provide nonverbal feedback easily and efficiently.

Video feedback

Video feedback allows players to see themselves performing a given skill and compare it with either past performances or an expert. This is most effective when used in conjunction with verbal feedback, as the coach can direct the learner to key points of their performance.

Physiological feedback

Physiological feedback through the use of Heart rate monitors and GPS trackers also allows coaches to provide non-verbal feedback to athletes easily. Athletes can see if they are performing at the correct intensity and completing the desired movement patterns.

Verbal Extrinsic Feedback

This is spoken augmented feedback provided by a coach or similar.

Characteristics of verbal feedback

Coaching guidelines suggest verbal feedback should take on the following characteristics: Be specific, not general

Verbal feedback example

E.g. a baseball catcher may say to the pitcher, " You’re rushing your pitches today, and you look off balance when you release the ball – slow down and try and get some rhythm into your throws”.

1. Specific, not general - General

“Good work. Well done” Contains no information that the performer can use to improve / change future performance.

1. Specific, not general - Specific

Contains information. “You played well today – your catching in the outfield was excellent because you moved into the correct position under the ball much quicker than last week”

Combined general and specific coaching example

Coaches often use both general and specific feedback with their players – “Much better second quarter Sally, your working much harder. Now I want you to play a negating role on their number 7, making sure you keep goal side of her at all times”.

2. Constructive, not destructive

Constructive recognises positive parts of the athlete’s behaviour and suggests further ways to improve. Destructive provides no motivation or encouragement.

Constructive feedback example

“An improved defensive effort today, but you must work to make yourself an option in attack”

Destructive feedback example

“Did you catch a train to the ground? You are a passenger today – just terrible!”

3. Directed at behaviour which is changeable

Changeable: “Move your feet into position sooner” Unchangeable: ” You’re too short to play in first team”

4. Clear and concise

Feedback should be easily understood and relate specifically to the situation at hand. Feedback should contain one or two points only to avoid overloading the performer. If feedback is unclear, the performer may become confused about the situation and make errors.