feedback

• what is feedback?

  • the information that a performer receives about the outcome of a task they have performed
  • critical for skill development
  • two main types: augmented (external) vs intrinsic (internal) feedback
• what is intrinsic feedback?

  • when performers use their own senses to assess performance
  • including visual, auditory, proprioception (body positioning) and touch

  *proprioceptors provide feedback on body positioning
• what is augmented feedback?

  • can greatly enhance a performer's own internal feedback system
  • gives the performer a reference point for their internal feedback system
  • can occur during or after a performance
  • during activity = concurrent feedback e.g. coach giving runner split times during the run
  • after the performance = terminal feedback e.g. coach telling tennis player to toss the ball higher after a serve
  • can be divided into two sections: knowledge of results + knowledge of performance
• what is knowledge of results?

  • specific feedback about outcome of task as opposed to feedback relating to performance characteristics - helpful for learners developing new skills
  • e.g. for someone who is learning topspin serve, coach can tell them how much topspin is on each serve
  • enables learner to align intrinsic feedback to the goal of the task
  • as the task outcome improves and the learners internal feedback system develops, the learner becomes less reliant on results feedback
  • the knowledge of results feedback can sometimes become annoying to performers who can analyse their own results
• what is knowledge of performance feedback?

  • relates to the characteristics of performing a task as opposed to the specific outcome of the task
  • e.g. coach tels student to increase height of ball toss in serve to achieve greater topspin
  • generally delivered after the task has been completed
  • can take several forms depending on the aim
  • learning styles should be taken into consideration when delivering external feedback
• what is the correlation betwen feedback and equipment?

  • equipment has long been used to enhance feedback
  • e.g. stopwatch
  • also increase in computer software available to help coaches display and deliver feedback - can video record for future playback
• what are the three purposes of external feedback?

  1. fixing errors as a result of either knowledge of results or knowledge of performance
  2. motivation through feedback that shows progress
  3. reinforcement through positive feedback e.g. "you've got the ball toss right"
• how to deliver feedback?

  • mostly verbal
  • feedback should be clear, precise and limited in the information it offers - overly complicated feedback will be confusing for the performer
  • all learners respond well to positive reinforcement
  • effective strategy in offering feedback is "see if you can" approach
  • motivating comment first -> positive reinforcement-> offer learner a cue to fix an error
  • important that learner views feedback as genuine - particularly when offering positive reinforcement
  • important to monitor how much feedback is given - beginners should not be overdependent on it
• how frequent should feedback be given?

  • frequency of feedback should be reduced as a performer moves through the stages of learning (cognitive, associative and autonomous) - enables performer to develop their own detection abilities