- Feedback in sports coaching comes in many forms including verbal, non-verbal, intrinsic, and extrinsic. The literature supports the use of positive and constructive feedback to motivate athletes.
- Effective feedback should be specific and actionable, focusing on external cues rather than internal body movements. It is most beneficial when provided immediately after a performance.
- While feedback methods vary between sports and individuals, coaches must understand how their feedback affects each athlete in order to maximize learning and improvement.
2. â˘Helpful for athletes to learn how
to correct errors quickly.
â˘Speeds up progress.
â˘Motivate, reinforce or
discourage, accelerate
improvement.
3. ⢠Intrinsic mechanisms for feedback.
⢠Sense movements, see results and
then make conclusions.
⢠Extrinsic mechanisms are added by
coaches.
⢠Verbal feedback for encouragement,
explanation, education, and
exploration.
⢠Coaches should have some
pedagogical understanding.
4. ⢠Paul E. Robinson
⢠Intrinsic feedback comes from
sensory information,
⢠Kinaesthetic, tactile, visual, and
auditory.
⢠Proprioception.
⢠Feeling the rush of air when running.
⢠Exteroception.
⢠Extrinsic feedback comes from
external sources.
5. ⢠Frequency of giving feedback.
⢠Bandwidth feedback.
⢠Constructive feedback is beneficial
whether it is positive or negative.
⢠Negative comments should be framed
to sound positive.
⢠âThat is poorâ to âTry this wayâ.
6. ⢠Craig A. Wrisberg
⢠Descriptive and Prescriptive Feedback.
⢠Descriptive is the coach saying what he
saw.
⢠Beneficial for experienced athletes.
⢠Prescriptive is the coach telling an
athlete what they need to do next,
based on what they saw.
⢠Prescriptive feedback requires more
knowledge and observation from a
coach.
7. â˘If athletes are attending to
intrinsic feedback, they do not
need extrinsic feedback.
â˘When in doubt, be quiet.
â˘Feedback is more beneficial
when athletes ask for it.
â˘Can improve with very limited
extrinsic feedback.
â˘Only ask about 10% of the time.
8. ⢠Frank S. Pyke
⢠Positive reinforcement is very
effective.
⢠Frame feedback as questions.
⢠Athletes can construct their own
feedback.
⢠Avoid negative or corrective feedback
in front of others.
9. ⢠Frank W. Dick
⢠Knowledge of Results (KR)
⢠Athletes can compare actual
performance with intended goal.
⢠KR helps with motivation.
⢠Goals must be established for KR
to work.
10. ⢠Lynn Kidman and Stephanie Hanrahan
⢠Information and Motivational Feedback
⢠Informational provides athletes with
verbal or non-verbal communication
about how a movement was performed.
⢠Motivational Feedback provides athletes
with information that encourages or
discourages the attempt of a skill or
technique.
11. ⢠The Query Theory
⢠Encourage improvement through
athlete self-awareness.
⢠Give them tools to solve problems by
themselves, rather than providing
answers.
⢠If an athlete does not understand the
movement, they cannot change it.
⢠Feedback must be given immediately.
⢠After a short time, an athlete may have
forgotten details of their performance.
12. â˘Positive, Negative, or Neutral
Feedback.
â˘Positive = Praise or
encouragement.
â˘Negative = Unhelpful or
demeaning.
â˘Neutral = Prompt with no
connotations: âRemember to
keep your head down.â
â˘Negative is used too often.
13. â˘Congruent and Incongruent
Feedback.
â˘Congruent is specific to the skill
that is being practiced.
â˘Incongruent is feedback on
aspects of a skill that are not the
focus of the drill.
â˘For example, giving feedback on
passing when practicing zone
defence.
14. ⢠Tania Cassidy, Robyn Jones and Paul
Potrac
⢠Lack of research into non-verbal forms of
feedback.
⢠Over 70% of communication is non-verbal.
⢠Athleteâs perception of a verbal message
depends on the accompanying facial
expression.
⢠Positive feedback given with a negative
expression will be taken as negative
feedback.
15. ⢠Allen and Howe
⢠Relationship between ability and feedback with
perceived competence and satisfaction.
⢠Higher ability and frequent praise and information after a
good performance, and less frequent encouragement
and corrective information after mistakes were related to
higher perceptions of competence.
⢠Black and Weiss found the opposite in their study.
⢠Allen and Howe offered that adolescent females are
more âsensitive to corrective information from coaches
than previously recognisedâ (1998).
⢠Highlights the complexity of verbal feedback.
17. ⢠Wulf, McConnel, Gartner and Schwarz
⢠Feedback with an External Focus.
⢠Refers to the movement effects, rather
than the body movements of a skill.
⢠Internal Focus refers to the body
movements of an action.
⢠Research clearly showed feedback with
an External Focus was more beneficial
to athletes learning a complex motor
skill.
18. â˘Amorose and Weiss
â˘Feedback can illustrate the ability
of an athlete to the athlete.
â˘Positive feedback is helpful to
any athlete of any age and
gender.
â˘Majority of the literature
surrounding feedback reflects
this.
19. ⢠Feedback comes in a range of forms.
⢠Gilbert (2002) says on 7% of literature
has focused on feedback.
⢠Solomon et al. (1998) claim that the
research has been âextensiveâ.
⢠Discussion on feedback has largely
focused on it as an intervention
strategy for coaches.
20. ⢠Feedback is integral.
⢠Any athlete, any sport.
⢠Literature supports positive and
constructive feedback.
⢠Intrinsic feedback is most helpful.
⢠Many different techniques,
strategies, and opinions.
⢠Coaches must understand their
subjects and how best to serve
them.
21. References
Allen, J. B., & Howe, B. L. (1998). Player Ability, Coach Feedback, And Female Adolescent Athlete's Perceived Competence and Satisfaction. Journal of Sport and Exercise
Psychology, 20, 280-299. Retrieved April 5, 2013, from https://dspace.stir.ac.uk/bitstream/1893/8939/1/AllenandHowe_JSEP_1998.pdf
Amorose, A. J., & Weiss, M. R. (1998). Coaching Feedback as a Source of Information About Perceptions of Ability: A Developmental Examination. Journal of Sport and Exercise
Psychology, 20. Retrieved April 3, 2013, from
http://content.ebscohost.com/pdf25_26/pdf/1998/SEG/01Dec98/1376105.pdf?T=P&P=AN&K=1376105&S=R&D=s3h&EbscoContent=dGJyMMvl7ESeprY4v%2BbwOLCmr0ueqK5
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Cassidy, T., Jones, R. L., & Potrac, P. (2004). Understanding sports coaching the social, cultural and pedagogical foundations of coaching practice. New York: Routledge.
Dick, F. W. (2007). Sports training principles (5th ed.). London: A & C Black.
Gilbert, W. (2002) âAn annotated bibliography and analysis of coaching scienceâ, unpublished report sponsored by the Research Consortium of the American Alliance for Health,
Physical Education, Recreation and Dance.
Kidman, L., & Hanrahan, S. J. (2004). The coaching process: a practical guide to improving your effectiveness (2nd ed.). Palmerston North, N.Z.: Dunmore Press.
Pyke, F. S. (2001). Better coaching: advanced coach's manual (2nd ed.). Australia: Australian Sports Commission :.
Robinson, P. E. (2010). Foundations of sports coaching. London: Routledge.
Solomon, G., Golden, A., Ciapponi, T. Matine, A. (1998) âCoach expectations and differential feedback: perceptual flexibility revisitedâ, Journal of Sport Behaviour, 21(3): 298-310
Turman, P. D. (2003). Coaches and cohesion: the impact of coaching techniques on team cohesion in the small group sport setting.. Journal Of Sport Behaviour, 26. Retrieved
April 6, 2013, from
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Wood, D. K. (2009). Effective Coaching Feedback to Enhance Sport Learning. Sports Training Adviser. Retrieved April 4, 2013, from http://www.sports-training-
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Wrisberg, C. A. (2007). Sport skill instruction for coaches. Champaign, IL: Human Kinetics.
Wulf, G., Gartner, M., McConnel, N., & Schwarz, A. (2002). Enhancing the Learning of Sport Skills Through External-Focus Feedback. journal of motor behaviour, 34. Retrieved
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