Extrinsic feedback is information from the coach or teacher. It should help correct errors and reinforce the correct performance. For example, a swimming coach may correct a butterfly performer’s arms by explaining what they are doing wrong and how they can improve their technique.
Positive feedback should inform the performer about what they’d done correctly, this is essential for them, as they need to know what to repeat. If this feedback wasn’t given, performers may change what they do until feedback is given. This type of feedback should be given to beginners a lot, in order them to become aware of what they are doing correctly.
Terminal feedback is given after the performance has finished. For example, if a gymnast is practising a floor routine for a competition, the coach will wait until they have finished before positive and negative feedback is given. This information will help the gymnast to identify the skills that need to be improved. The gymnast will be able to focus more on these, and the coach will be able to suggest ways of improving the technique etc.
Concurrent feedback can be given throughout the performance. It can be either intrinsically (a tennis player will know whether they have hit the ball well by the way it felt), or extrinsically, (a football coach may shout out to the players to ‘mark up’ in order for them to improve their tactics). This should encourage the learners to automatically mark up in a game situation, as they have been told to do it in the past, and they have learned that these are good tactics. The aim is to improve the skill technique, whilst a performer is in action.
Knowledge of performance is information about technique and performance. An example of this is a team talk at the end of a hockey match. The coach will talk to the team about the game, and what was done well and what needs to be improved. This can be by positive or negative feedback. It can also be gained intrinsically by kinaesthetic feedback.
Knowledge of results is generally extrinsic. It is information about the outcome at the end of a performance. For example, a trampolinist will know how well they have performed in a competition due to the ‘form’ mark and tariff awarded. A 100M sprinter will know how well they’d performed by their time.
Feedback should include the performance outcome, what they did well and not so well. A coach could explain how to improve their technique and correct errors. The coach should explain why these changes should be made. It is better for a coach to give positive feedback first, followed by improvement methods and motivation.
More control can be given to the learner by asking them to analyse their performance. This will also ensure that the coach doesn’t go over what the performer already knows.
Reinforcement should be used in the early stages of learning. It can be intrinsic or extrinsic. Positive reinforcement strengthens the technique, and usually comes in the form of praise and encouragement. For example, if a beginner netball player is practising passing, and the coach thinks that they have the right technique, they should praise the learner, as this will ensure that the learner will repeat this movement. Negative reinforcement helps with the removal of errors. An example of this is, a footballer receiving a red card for fouling another player. Being sent off will punish them. This action taken should make them think more the next time before repeating this action again. ‘Responses followed by reward tend to be repeated, while those that are not (or that are punished), tend not to be repeated’.
(Thorndike’s law of effect 1914)
Motivation gives the performer information about their progress towards set goals and targets. It helps them understand about their present level, and the level they wish to achieve. This should help them to gain confidence about the activity. Breaking down a long-term goal is a helpful motivation strategy. For example, A trampolining coach may break down swivel hips in order for the performer to gain more confidence for the move.
For beginners, feedback should be given as frequently as possible and should be clear and easy to understand. Verbal and visual feedback should be given. For example, a basketball coach should demonstrate and talk through the skills that the learners are doing.
For intermediate performers, less feedback could be given, and in more detail. This gives the performers the chance to link movements to outcomes, and get the feel of the movement. Advanced performers do not require as much feedback, but what is given should be in great detail.
Feed back allows performers to set future goals. Research by Bandura and Cervone in 1983 stated that ‘feedback affects are enhanced by goal setting’. This will help performers to progress their skills further.
As a trampolinist, I consider feedback to be a vital aspect of learning. Without extrinsic feed back, I would find it extremely hard to improve, as I wouldn’t be able to tell what I was doing right and wrong. As a trampolining coach, the main types of feedback used are positive and negative. Negative feedback shouldn’t be used on its own as it may de-motivate the learner, although it is extremely useful when used alongside positive feedback. It helps the learner to identify what is being performed well, and what needs to be improved. When analysing my trampolining, I tend to use knowledge of results. I look at my tariff and form score, which lets me know what areas I need to improve on. Without feedback, I think it would be extremely hard to progress, as motivation and feedback is essential for a performer. Feedback will help the performer to gain the correct technique and succeed in the sport. A learner should not be given too much detail and information, as the learner needs to develop their own awareness of what movement is good, and what is poor.
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Bibliography:
- Advanced Physical education and sport for A-level. By Honeybourne et al.
(Nelson Thornes-2000)
- Physical education and the study of sport By Bob Davis et al. (Mosby-2000)
- Advanced PE for Edexcel By Frank Galligan et al.
(Heinemann-2002)
- Sport psychology ‘the key concept’ By Ellis Cashmore
(Routledge- 2000)
- http://www.geocities.com/sjb_physed/AlevelPE_SkillAcq_Feedback.html
Date: 14/4/03