Terminal feedback-is a type of feedback that is given after the movement has been completed as knowledge of result
. Knowledge of results (KR) and Knowledge of Performance (KP)
KR is the knowing what the result of your action has been, which is generally extrinsic and given verbally. We modify them to produce precise movement needed for the correct performance of a skill. For example, in rugby union a coach may tell the fly half to try passing the ball wide at all opportunities and he may add some additional extrinsic feedback to tell you why your action is incorrect and how to improve it.
KP is a type of intrinsic feedback, which gives you knowledge of the movement performed rather than the result. If we look at the wide pass in rugby again, if when you pass the ball it feels good then you are getting positive feedback, and if it feels wrong then you will get negative feedback.
Both of the above are important in motivating a performer and the reinforcement of the move they are performing. When positive feedback is given, through seeing a performance has improved or performs the skill successfully. So it is important that feedback is given, especially from the coach.
However, if KR is given too much the performer may not absorb the information and put it into practice.
The role of feedback
Feedback is used to help the correction/detection of errors and reinforcement of a skill; it is also used for motivation. It can be used to move the performer through the three phases of learning- cognitive, associative, and autonomous.
Cognitive stage
This is the initial stage of learning. Performer gains the images of the action they are performing. They correct the skill by experience and extrinsic feedback fro the coach. Visual is useful at this stage, but the performer cannot yet interpret intrinsic feedback, this means they have to rely on the extrinsic feedback from their coach. This means KR is more useful to the performer because they can see the actual outcome of their performance. KP is not as good for them as they do not have a clear motor plan against which to measure kinaesthetic feedback has not yet been developed. For example when a player is learning how to shoot from the penalty line, they watch how the coach performs the shot then tries to put the movement into practice themselves.
Positive feedback is more important is more useful than negative feedback at this stage. For example when a triple jumper gets their stride right, and hits the bored perfectly they take this and try harder to do the same again. If they were to get a no jump it would nock their confidence and they may chose to give up.
Associative stage
This stage is the motor phase of learning, feedback occurs to understand what they are performing correctly and what elements they need to work on, verbal feedback is essential at this stage. The learner is still more dependent on extrinsic feedback than intrinsic feedback. Negative feedback can be useful at this stage as it tells them what they are doing wrong so they can try to correct it. For example a badminton player trying to hit a ‘smash’ shot may be playing it wrong and it keeps hitting the net, the coach will tell them what is wrong so they can improve their shot- negative external feedback.
Autonomous stage
The learner can now interpret intrinsic feedback on the move, as they are performing, they are able to tell if the move is correct by the way it feels, this enables the performer to use KP, internal and kinaesthetic feedback. Negative feedback is used more efficiently and frequently and helps the player work out and play tactically. For example in rugby it would help the captain work out if it is better to ‘kick for touch’ or ‘run’ a penalty depending on how the other team was playing. The coach would give negative feedback if it goes wrong; he would also use KP and KR in his external feedback.
The diagram shows how feedback is used to help a performer move through the stage of learning a skill.
Cognitive Associative Autonomous
Phase Phase Phase
Predominantly Predominantly
Extrinsic mix of both Intrinsic
Feedback in near equal amounts Feedback
(KR) (Kinaesthetic/KP)
Reinforcement and Motivation
KP and KR are both crucial as they are used in motivating a performer, which helps maintain their interest and effort in the sport they are playing. When positive feedback is given, it means the performer can see that their performance has improved. So it important that feedback is given because it motivates and helps reinforce that what the performer is doing is correct.
However if KR is given too much, the player cannot take in all the information and try and put it in to action. The performer will forget what happens if the feedback is delayed for to long. For example when a badminton match has finished a coach will the performance with their player, this will only be a short amount of feedback but will be taken on board quickly, and next time the player can try perform better.
Feedback can also be used as an incentive if the coach sets a target for the performer, the goal should be achievable. If the performer works for it, when they reach this target a couple of times it acts as motivation.
Conclusion
In conclusion, feedback is a source of information, which tells the performer the outcome of their movement. It can act in different ways and have different effects on the performers. Feedback can produce positive or negative responses depending on how well the coach puts it across and how the learner takes it on board and uses it. Feedback must be interesting to the performer to keep them wanting to use it and improve, it also has to be given in the correct amount, otherwise, and it may not have the desired effect. It has also known that target setting with feedback is excellent in the learning process. Feedback can be well used if given correctly by the coach and is analysed by the performer correctly.
