Discuss the role of feedback in the learning of skills

Examples of the different types of feedback when performing practices:

Throwing a shuttle into a hoop: is going to be Extrinsic, intrinsic and Knowledge of results.

Catching a shuttle blindfolded Intrinsic.

Giving commands for a friend to walk through a cone maze: Concurrent, terminal.

‘Knowledge of performance may be better for the learning process than Knowledge of results’ this is because KP comes from within the performer or the coach/teacher. This is better for the learning processes because recapping over the technique and performance will improve when competing again. It can be positive or negative feedback so going over how well or correctly it was performed is important in order to repeat it again. Negative feedback is information about what was incorrect but should also include how to improve or put right any errors in the technique.

Knowledge of results is not good for learning purposes because it is information just concerning the outcome of the activity and the performer is just interested in the result and not the performance.

There are also four functions of feedback that can either be motivational, reinforcement, information or punishment.

Feedback as motivational:

Learners are motivated when they have clear goals and want to achieve them.

It gives them belief and confidence, and breaks down long term goals to small achievable goals.

The best form of motivational feedback is acknowledgement of progress from the teacher or the coach.

Feedback for reinforcement:

Used a great deal in all the phases of learning, positive reinforcement are used to strengthen the desired technique and ‘shape’ responses.

Feedback for Information:

Can be intrinsic or augmented:

Beginners: information should be simple and concise, should focus on the sequence and timing so the motor program can be developed effectively.

And it is also given frequently as possible.  

An intermediate learner: feedback is given less frequently and  the performer needs to learn to link the feel of the movement with the outcome.

And an Advanced performer requires much less augmented information feedback and should be more detailed and technical.

Feedback as Punishment:

This should only be used if all the other forms of feedback appear to be ineffective for example; demote a player to the bench for missing practice.

There can also be many problems with feedback:

• Performers can become dependant on feedback
• When withdrawn, performance can deteriorate
• The performer repeats the performance in order to receive feedback, once feedback is withdrawn there is no need to repeat the performance.
• The coach should gradually fade out feedback in order to reduce the effects of feedback dependency.

Feedback is can also help in the learning of new skills.

To learn a new skill, it is essential to break it down into its basic parts. Improving each of those parts will then improve the whole skill. These parts of the skill can be practised out of context as well: a basketball player will do agility training by running short distances and quickly changing direction. This will improve his/her their to grab a rebound ball and move to a position where they can pass it to their teammates.

For some skills, such as pole vaulting or high jumping, the skill can seem too complex. Fitts and posner identified several different stages in the learning process although they are not clear-cut. It is useful to be able to identify the different levels of understanding and requirements at each stage. We are then able to create successful teaching strategies throughout the learning process.  There are Three phases, which are:

By understanding which phase a player is in, a coach or trainer can give the player the right kind of feedback to increase their knowledge of the skill. If a player was serving a volleyball for the first time, a coach would not tell them every single mistake they made; that would be very disheartening! It is best to work on getting every serve inside the line, before refining the angle and speed of the serve.

Good feedback is essential, and can be gained in many ways:

• Visual
  Feedback can be given through the use of video. Often if an athlete can see for him/herself what (s)he is doing wrong, the adjustment can be made more easily.
• Verbal
  Feedback from an experienced coach or trainer is indispensable. The longer you spend watching, analysing and working on a skill, the better placed you are to teach others.
• Manual
  Feedback is hands-on and often used to correct the body position of the athlete, giving him/her an idea of what the body should feel like. For example, a gymnast may be trying a new skill and require a "spotter", someone who will physically hold onto or catch the gymnast

Feedback should be appropriate to the different stages of learning:

What a coach must consider when giving feedback?

-It can be produced positively and negatively and the responses are dependent on:

How well the coach can express it for example the quality/ relevance and how well the learner can use it.

-It must be specific and refer to the correct model.

-Feedback must be precise/correct

-Positive feedback is more beneficial than negative feedback and it must be interesting and hold the learners’ attention.  

-Feedback from a coach comes in two forms: knowledge of performance and results.

-Extrinsic feedback can be used to support/correct intrinsic feedback.

-It can either be either visual or verbal and it must be given in the correct amount- too much overloads a performer and too little may have the desired affect.

-The information which feedback supplies must provide plans or goals which are within the performers ability.