Feedback
Feedback is crucial to the improvement of performers due to the fact they can improve from the mistakes they are making by have their actions analysed and adjusted by people around them. Feedback will give critical information about the performance and will help them adjust to issues that are prevalent.
Feedback will improve a learner's execution of the skill by:
The types of feedback someone can receive include;
- internal
- external
- concurrent
- delayed
- knowledge of results
- knowledge of performance (Outcome Book)
Feedback will improve a learner's execution of the skill by:
- reinforcing the correct or desired response
- motivating the performer to improve or maintain the performance
- correcting the action as a result of information received about the errors. (HSC ONLINE)
The types of feedback someone can receive include;
- internal
- external
- concurrent
- delayed
- knowledge of results
- knowledge of performance (Outcome Book)
Internal (or Intrinsic) and external (or Extrinsic) Feedback
Internal feedback
The body has potential to give its on feedback to you by using the proprioceptive mechanisms (senses). As the body becomes more familiar to this self-feedback a better kinaesthetic sense or feel for the movement is developed which will further develop their understanding of a great or poor performance and be able to understand where and why the issues occurred. E.g. A professional tennis player hitting a forehand and turning around and walking away to prepare for next point because they knew they hit that shot perfectly and they knew it was going to go in and be a winning shot.
Internal feedback
The body has potential to give its on feedback to you by using the proprioceptive mechanisms (senses). As the body becomes more familiar to this self-feedback a better kinaesthetic sense or feel for the movement is developed which will further develop their understanding of a great or poor performance and be able to understand where and why the issues occurred. E.g. A professional tennis player hitting a forehand and turning around and walking away to prepare for next point because they knew they hit that shot perfectly and they knew it was going to go in and be a winning shot.
External feedback
Feedback received from external sources can take the form of coach's comments, opposition reactions, applause from the crowd or a result in the game. Augmented Feedback is a type of feed back which is additional information which is given sometime after the performance is made to illustrate a point being made by the coach about the performance. E.g. Video tapes or some sort of recording.
Feedback received from external sources can take the form of coach's comments, opposition reactions, applause from the crowd or a result in the game. Augmented Feedback is a type of feed back which is additional information which is given sometime after the performance is made to illustrate a point being made by the coach about the performance. E.g. Video tapes or some sort of recording.
Concurrent (or continuous) and delayed feedback
Concurrent feedback
This form of feedback is made during the performance of the skill, so the athlete can adjust right then and there so skill is improved on the spot. Concurrent feedback can come as internal (Most common) or external feedback. E.g. A golfer can be preparing for a swing and they notice that their feet are not in right position, so they adjust their footing to produce a better swing and therefore a better execution of the skill.
Concurrent feedback
This form of feedback is made during the performance of the skill, so the athlete can adjust right then and there so skill is improved on the spot. Concurrent feedback can come as internal (Most common) or external feedback. E.g. A golfer can be preparing for a swing and they notice that their feet are not in right position, so they adjust their footing to produce a better swing and therefore a better execution of the skill.
Delayed feedback
This style of feedback is given to someone after the performance. It is given too late for them to adjust their performance at the time but is primarily done to improve future performances as they are able to think about the adjustments to their skill due to the fact they are not being distracted by their actual performance at the time of receiving this information. E.g. At halftime of a basketball game, the coach telling a player where they can improve.
This style of feedback is given to someone after the performance. It is given too late for them to adjust their performance at the time but is primarily done to improve future performances as they are able to think about the adjustments to their skill due to the fact they are not being distracted by their actual performance at the time of receiving this information. E.g. At halftime of a basketball game, the coach telling a player where they can improve.
Knowledge Of Results and Knowledge Of Performance
Knowledge of results
This style of feedback is always external and comes from how well the skill was executed and how successful it was. E.g. Seeing a ball fall into the hoop from a jump shot in basketball, or looking at the score in a tennis match. The feedback could come from any external source, such as a coach. This style of feedback gives a key insight into how well the skill(s) have been performed. If a change is desired by a performer, then an alteration in the skill must be made to come out with a different result.
Knowledge of Performance
The knowledge of performance is primarily focused on the actual way the skill was performed and how well it was executed. It can come from an internal or an external source of feedback and can be as simple as a coach making a comment about the sprinters knees not being high enough when they start to run.
Feedback will work best if it is received immediately and is positive towards the performer. It is essential to the development of a player/performer to receive feedback. However conflicting sources of feedback can go towards the player once a skill is executed and can cause frustration. E.g. If a tennis player has just won the game and the crowd is cheering but the coach corrects him on his form on his forehand and serve, the conflicting positive feedback from the crowd and the negative feedback from the coach can cause this frustration. The coach will be wanting the correct form which will benefit the performance of the player in the long run.
- (Outcomes and HSC CSU)
Knowledge of results
This style of feedback is always external and comes from how well the skill was executed and how successful it was. E.g. Seeing a ball fall into the hoop from a jump shot in basketball, or looking at the score in a tennis match. The feedback could come from any external source, such as a coach. This style of feedback gives a key insight into how well the skill(s) have been performed. If a change is desired by a performer, then an alteration in the skill must be made to come out with a different result.
Knowledge of Performance
The knowledge of performance is primarily focused on the actual way the skill was performed and how well it was executed. It can come from an internal or an external source of feedback and can be as simple as a coach making a comment about the sprinters knees not being high enough when they start to run.
Feedback will work best if it is received immediately and is positive towards the performer. It is essential to the development of a player/performer to receive feedback. However conflicting sources of feedback can go towards the player once a skill is executed and can cause frustration. E.g. If a tennis player has just won the game and the crowd is cheering but the coach corrects him on his form on his forehand and serve, the conflicting positive feedback from the crowd and the negative feedback from the coach can cause this frustration. The coach will be wanting the correct form which will benefit the performance of the player in the long run.
- (Outcomes and HSC CSU)