Negative feedback
It is just what is incorrect about a performance and does not suitable for beginner because it will de-motivate them and then gives up. To an expert, they could improve their skill so it is more essential for them.
Concurrent feedback
The performer receives its information during the activity.
Terminal feedback
This type of feedback is given after the movement has been completed as knowledge of result.
The role of the feedback
Feedback can be used as the correction /detection of errors, reinforcement and motivation.
And it can be used to move the performer through the three phase of the learning process - cognitive, associate and autonomous.
Cognitive stage
This is the initial stage of learning. Performer gains the images of action. They correct skill enhanced by experience of success or by extrinsic feedback from the coach. Visual is useful at this stage since they can see the requirements and to work through the performance mentally. That means learner cannot yet interpret feedback arising intrinsically, so they have to depend on extrinsic feedback. So KR is more useful to this learner as they can see the actual outcome. However, KP is not good for them as a clear motor plan against which to measure kinaeshtic feedback has not yet been developed. When I start to learn how to play volleyball, I can see how the coach hit the ball correctly.
Besides, positive feedback is more useful than negative feedback on this stage. When I start to play rugby, I scored successfully without breaking the rule. It motivated me to practice more. However, when I start to learn triple jump, I can’t do it precisely in many time and then I give up easily.
Associative stage
This stage is the motor phase of learning, according to the information gathered during cognitive stage. Feedback occurs to understand what they are performance correctly and what elements need to be changed, so verbal feedback is essential on the stage.
Learner cannot fully interpret feedback arising intrinsically, so they still have to depend on extrinsic feedback. Negative feedback sometimes is available as it can detect which part of the movement/ task they do wrong and then correct it to motivate them become the higher stage. For example, when I played badminton in this phase, my teacher told me more skill. Afterward, my performance had improved but not yet automatic.
Autonomous stage
Learner can interpret feedback arising intrinsically. By this stage the learner will be able to assess by the feel of the movement whether the movement itself will be skilful, so the learner is more able to make use of KP, internal and kinaesthetic feedback. Negative is recommended in this stage, especially uses in the tactic. Therefore performer may usually need more specific information. For example, the professional club would train them with different tactics such as 3-5-2, 4-4-2 etc. The coach would give negative feedback when they do wrong. The coach would also add some additional extrinsic and KP feedback to tell why your action is incorrect and how to improve it.
Cognitive Associative Autonomous
Phase phase phase
Feedback
Extrinsic Intrinsic
Feedback Feedback
(KR) (kinaesthetic)/ (KP)
This shows how feedback moves the performer through the 3 stage model (sport and PE, Kevin Wesson)
Schema and loop theory (advanced PE for Edexcel, Frank Gallign)
Schmidt (1975) and Marteunik (1973) suggested that the learning of skills was a more cognitive process. This theory suggests that the more experienced you are, the less feedback you need compared to a learner. There were three different levels involved with the amount of feedback given.
Level 1-Open loop control
Performer performs skill at a subconscious level, the performance will not be affected by any feedback received. It occurs when the activity is so fast that there is no time and to adjust to feedback. For example, a professional badminton player will respond instinctively to the smash appropriately.
Diagram of the open loop control
Level 2-Closed loop control
It is still without conscious control, performer also pays attention to any error and adjusts without thinking. The skill then remains smooth and fluent as the control and adjustments are not conscious. For example, a slip fielder made a small adjustment when taking a catch in cricket.
Level 3-Closed loop control
The performer performing consciously and adjusting to the feedback received. The performer has to pay attention, think and adjust the feedback received. That means all feedback goes back to the processing system, so the process of detecting and correcting errors is slow.
Diagram of the level 2 and 3 Closed loop control
Reinforcement and motivation
KP and KR both are very crucial as they are useful in motivating performer, maintaining their interest and effort. When positive feedback is given, that means the performer sees the performance improved or performs the skill/task successfully (see the example on cognitive stage). So it is important the feedback is given as funny as the coach can.
However, if the KR is given too much, the performer cannot absorb the information and put it into action. The performer will forget what happens easily as well if the feedback delays too long. For example, when the table-tennis game finish, the teacher will discuss what I was performing. I assimilated quickly since he didn’t give so much feedback to me. And next time I perform better.
Feedback can be also used as incentive if the coach sets the target to the performer well. The goal may not be neither so easy nor too hard to achieve. When the performer arrive the target with his great effort again and again, it motivates them more essentially.
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 people. Feedback can produce positive or negative responses dependent on how well the coach can express and how well the learner can use it. Feedback must be interesting to hold the learner attention and it should be given in correct amount, otherwise, it may not have the desired effect. It has also known that targeting setting with feedback is excellent in the learning process. Feedback would be well-used thoroughly if the coach give it correctly and the performer can analyze them effectively.
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