Negative
Negative feedback is more than just what is wrong about the performance, it should include the errors but also include what should be done to put right what has been performed wrong. This type of feedback should be used carefully because too much negative feedback can de-motivate performers because they are made to feel useless. To an expert this type of feedback is used to fine tune their technique. In team events, if a football team has performed badly in an opening half, negative feedback may be used to tell them what they have done wrong and what they should do to put it right, the positives of the game should be addressed if motivation is to be kept high.
Extrinsic/augmented
This comes from outside the performer, from teachers, coaches peers etc. For example, a manager of a football team can be shouting from the sideline giving feedback to player weather it is good or bad.
Intrinsic
This type of feedback comes from the performer evaluating themselves on their performance, for example an individual performer like badminton player would give themselves feedback after a tournament and think about how well they have done and why they did so well or so badly. For example, intrinsic feedback during a racket performance can involve a performer telling themselves that the opponents have got a better score than them and they should work harder to catch up with them. Extrinsic feedback includes knowledge of performance and knowledge of results, this is all from the coaches, peers and teachers. They use the results to give feedback as well as video tapes etc.
Terminal
This is feedback that s given to the performer before or after a performance as opposed to during the performance, for example a prep talk, half time talk and a talk after the football match is an example of this type of feedback opposed to concurrent feedback which is feedback during the performance from the sideline.
Concurrent
This is given during the performance, this can be extrinsic, a coach or manager shouting from the sideline, or intrinsic, a performer evaluating their performance during a game. For example a 100meter sprinter will evaluate their performance in relation to who they are racing against, if they are behind they will tell themselves to speed up to catch the person in front.
Knowledge of performance (KP)
This can be either intrinsic or extrinsic. This is information about technique and performance. A coach will talk to his team about the way that they played. This will be both positive and negative feedback.
Knowledge of results (KR)
This form of feedback is generally extrinsic. It is information concerning the outcome of the activity. A swimmer would be given his time at the end. Or a gymnast would be given a score by the judges. Knowledge of results is more a time or a score than words to tell the performer how well they have performed.
Performers have been more interested in results more than how they got there in the past. Knowledge of performance has now been proven to be more beneficial than knowledge of results because of the development of video technology. Coaches can now show the performers on a television screen where they went wrong and then tell them what they should change.
There are a few problems with feedback
- Performers can become dependent on feedback so when it is withdrawn a performance can deteriorate.
- The performer repeats performance in order to receive feedback, once feedback is withdrawn there becomes no reason to repeat the performance.
- The coach should gradually fade out feed back in order to reduce the effects of feedback dependency.
There is no point in receiving feedback form people if you don’t respond to the feedback and learn from it. Feedback should be both fair and reasonable. In learning new skills feedback is one of the most important things, especially to a novice. Feedback will give us an indication of what we are doing right (so we can repeat it) and what we are doing wrong (so we can change things to get it right.) To be a good learner of new skills you have to be open-minded and you must not let harsh criticism get to you.
Goals
A teacher or a coach can use feedback to set goals for the performer. These goals have to be “SMART”
S – Specific, easily understood and concise.
M – Measurable progress that can be seen and recorded.
A – Attainable, the goal has got to be such that the performer can reach it.
T- Time-bonded, the goals should be set within a specific time framework.
Conclusion
Without feedback performers wouldn’t know what is good and what is not. Without feedback people would not improve their performance and the benchmark for performance would be very low. Negative feedback can be used to motivate performers to make them more determined to get something perfect, but too much of this can also have the opposite effect on people and demotivate them to make them feel that they are no good. Positive feedback can make a person cocky about their performance and make them feel as though they are better than they really are, when a performer that has received too much positive feedback receives knowledge of results feedback, this can make them demotivated very quickly.
A coach can be the best coach practically in the world, but if he does not give his pupil the correct form of feedback, it can be fateful to the performers career.
Bibliography: Advanced PE for Edexcel
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