Which is more effective at improving performance, positive or negative feedback?
Which is more effective at improving performance, positive or negative feedback?
The aim of this investigation is to discover which form of feedback, either positive or negative, is most effective in serving to improve performance.
Based on my own experience and anecdotal evidence, my initial opinion is that positive feedback is more effective at improving performance than negative.
Feedback
Feedback is essential in order to reassure performers that what they are doing is correct so it will be repeated, or telling them what they are doing wrong so they can improve.
There are several types of feedback that can be used, the most appropriate methods to be used vary between individuals and sports.
The different types are;
* Positive & Negative
* Intrinsic & Extrinsic
* Terminal & Concurrent
* Knowledge of results & knowledge of performance
Positive
This is essential for learning as we need to know what is correct in order to repeat it. If positive feedback is not given, performers are likely to change their technique until told it is correct. Positive feedback is also motivational, which is essential at early stages as beginners may be less enthusiastic and can become de-motivated when struggling.
Negative
This form of feedback must be used cautiously, as too much can prove de-motivating and lead to a decline in performance, as well as commenting on what areas of technique are incorrect, it should also include some guidance as to how best to improve on this. It is most effective with more expert performers as it will allow them to fine-tune any slight errors in technique that may be holding them back, without the danger of them becoming disheartened as many beginners may.
Both positive and negative can take many forms, they may be intrinsic or extrinsic, terminal or concurrent and my be based on knowledge of results or knowledge of performance.
Intrinsic & Extrinsic
This type of feedback comes from the performer and is triggered by kinaesthetic awareness and the body's responses to this, for example when a badminton player serves, they are immediately aware of how successful the serve was just by how the movement felt.
Alternatively it may take the form of extrinsic feedback, coming from someone other than the performer, for example a coach ...
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Both positive and negative can take many forms, they may be intrinsic or extrinsic, terminal or concurrent and my be based on knowledge of results or knowledge of performance.
Intrinsic & Extrinsic
This type of feedback comes from the performer and is triggered by kinaesthetic awareness and the body's responses to this, for example when a badminton player serves, they are immediately aware of how successful the serve was just by how the movement felt.
Alternatively it may take the form of extrinsic feedback, coming from someone other than the performer, for example a coach or a teacher, or from video playback. Feedback may be given either throughout or at the end of a performance and is therefore either terminal or concurrent, with terminal being feedback being received after a performance, as opposed to throughout which is concurrent.
Knowledge of Performance (KP)/ Results (KR)
Information about a performance may relate to either knowledge of performance or knowledge of results, the first of which being feedback relating to the performance itself for example a coach highlighting strengths and weaknesses from a match. Alternatively, KR may be given relating to the overall outcome of the performance in the form of scores or points, for example a sprinters feedback may come in the form of their 100m time, or a gymnast receiving scores from judges. KR is the method most performers are thought to prefer and deem more relevant as it is more immediately obvious, and allows them to gauge their success. However, KP is becoming more valued amongst more elite performers as it allows them to understand the results they have received, for example a sprinter may watch video footage of a race that may aid them in identifying errors in technique which, when improved upon may help to improve their time. KR alone, however much it is valued, is not enough to improve performance as it does not serve to identify why performers have received the score, time or position they have.
It is also thought that feedback alone is not enough, and requires reinforcement to be at its most effective.
Reinforcement
Reinforcement is a form of feedback that is required to allow a performer to develop. It is aimed at building on the positive elements of an performance and eliminating the negative.
Reinforcement may be anything that increases the likelihood of a performer repeating a skill, movement or overall performance. It can take four main forms;
* Positive
* Negative
* External
* Internal
As with feedback, the most appropriate form of feedback to use is dependant on the performer, the environment and the activity being undertaken.
Positive
From a psychological viewpoint, positive reinforcement is necessary for performers to know they have done well, and that they have performed to the best of their ability or better. The use of this kind of reinforcement helps to develop the link between reward and repetition of a performance, and is most beneficial when it occurs as soon as possible to a response. This is particularly true in young athletes or beginners where rewards need to tie in with goals set by and for the performer, and where errors are quite frequent.
Negative
This is often necessary to discourage performers from exhibiting bad habits or undesirable responses. Care must be taken when using this form of feedback as often it can push the athlete in the other direction, causing them to become de-motivated rather than encouraging them to improve. A balance therefore must be struck between reward and punishment so that the fear of failure does not outweigh the challenge of competition
External
This form of reinforcement occurs through the words or actions of another person, whose opinions the performer values more so than those of their coach, the media or spectators.
Performances may also be reinforced inadvertently through the awarding of medals or trophies within competition.
Internal
This is often the most effective method as the satisfaction gained by a performer through the knowledge that they have performed well is often far more of an incentive than the words or actions of another.
Based on my research I concur with my original prediction that positive feedback it more effective than negative feedback. This however, is not conclusive as there will be variations amongst performers, environments and activities that will require differing forms and amounts of feedback. For example, a beginner at badminton will require careful use of negative feedback and large amounts of positive feedback so as not to de-motivate the performer, also most feedback would be external as their skills are not developed enough to rely upon intrinsic feedback, also there would be no use of KP or KR as the performer would be unlikely to have any interest at an early stage. In contrast to this, an expert badminton player would require more negative feedback so as to make them aware of any errors in technique, without the risk of de-motivating them Despite having a highly developed intrinsic feedback system, they may also require extrinsic feedback in the form of video playback to perfect slight errors in technique to further improve performance.
To further investigate and prove my findings, my next step would be to conduct a practical investigation involving two separate groups of performers, both of equal ability. I would begin by having them perform a series of skills, with one group receiving only positive feedback and the other receiving only negative feedback, they would then repeat their previous activity and I would then gauge whether either group made any significant improvements.
Also, another way of gathering further research would be through a questionnaire to gauge peoples opinions on what type of feedback they prefer and find most beneficial to them.
Bibliography
* Advanced PE for Edexcel 2000 Galligan, Maskery, Spence et al
* Advanced Studies in Physical 1996 Beashel & Taylor
Education and Sport
