This presentation discusses the concept of Feedback in sport. The types of feedback, use for players and coaches, effects on athletic performance, importance and research in the area will all be covered.
2. d
Positive Knowledge of Sport
Results
Extrinsic Frequency
What is Feedback?
Coach
d Negative
Performance
Intrinsic Knowledge of
Timing
performance
d
3. What is Feedback?
A process where the effect of an action is
‘fed back’ to enable modifications to be
made to the next action
(Weeks & Kordus, 1998)
5. Types of Feedback
Knowledge of Results Knowledge of Performance
E.g. Watching a ball go through E.g. Arm not fully extended at the
the basket in basketball end of basketball shot
link link
6. Timing of Feedback
Concurrent • feedback given during performance
Delayed • feedback after the performance
• feedback before or after the
Terminal performance
• feedback is withheld until a certain
Summary number of attemps are completed
(Weeks & Kordus, 1998)
7. Frequency of Feedback
Bandwidth Feedback
Feedback Acceptable Range Feedback is only given if performance
given (no feedback) falls outside an acceptable range
high faded
Faded Feedback
Feedback
Feedback is decreased as
competency in skill is increased
low competency high
(Badets & Blandin, 2005)
9. What is the use of feedback?
Motivation
• Positive feedback is a source of motivation
• Provides a sense of capability
• Helps achieve goals
• Increases enjoyment and willingness to train
• Poor feedback can cause demotivation
Positive feedback = increased motivation
Poor feedback= decreased motivation
(Mouratidis et al., 2008)
10. What is the use of feedback?
Reinforcement
Feedback reinforces the athlete to perform
in a specific way
• Positive reinforcement facilitates beneficial
changes and consistency
• Negative reinforcement removes an aspect but
still improves performance
(Schmidt & Wrisberg, 2008)
11. What is the use of feedback?
Improved Technique
• Feedback enables modifications to be made to technique
• Type, timing and frequency of feedback used to improve
technique is dependant on the players learning stage
• Negative feedback and video feedback can be used for
experienced players.
• Examples:
Improving Technique Skill
“Bend your knees further” Increase power in soccer kick
“Straighten arm at end of action” Direction and aim in a basketball free throw
“put your hand over the ball in the Catching a ball in softball
glove”
(Sports Books Publisher, 2010)
15. Feedback in Teaching & Coaching
Using the appropriate feedback
Experience Most Suited/Useful
Feedback
Inexperienced Faded
Positive
Summary
Extrinsic
Experienced Negative
Terminal
Intrinsic
Appropriate feedback is relative to the players’ experience
16. Feedback in Teaching & Coaching
Too much feedback?- Dependency
Too much feedback + good performance
= dependency
Reduced feedback + no intrinsic feedback
= poor performance
(Schmidt & Wrisberg, 2008)
17. Feedback in Teaching & Coaching
When to give feedback
(Schmidt & Wrisberg, 2008)
20. Conclusions
Why is it important to study feedback?
How to effectively use feedback to enhance
performance
-What types are effective for different learners
- When and how to use feedback
- Effect for coach and on players
Issues with feedback
-Degrade learning
-Dependency
What else could be studied about feedback?
21. Conclusions
Summary
Feedback: is information given about a task to aid
performance
Types:
Intrinsic Extrinsic Positive
Negative KR KP
Concurrent Delayed Terminal
Summary Bandwidth Faded
•Feedback is used to motivate, reinforce, modify technique
•Feedback should be clear, direct and limited to prevent
overload and dependency
•Use the appropriate feedback for the learners experience
• Without research, none of this knowledge would exist
22. References
Creative Common Images- (In order of slides)
http://www.flickr.com/photos/markop/893721540/
http://www.flickr.com/photos/nikoosphotos/7058859589/
http://www.flickr.com/photos/kysaant/8253209327/
http://www.flickr.com/photos/kysaant/8253210919/
Information Resources
Badets, A., & Blandin, Y. (2005). Observational learning: Effects of bandwidth knowledge of results. Journal of Motor Behaviour,
37(3), 211-216.
Mouratidis, A., Vansteenkiste, M., Lens, W., & Sideridis, G. (2008). The motivating role of positive feedback in sport and physical
education: Evidence for a motivational model. Journal of Sport & Exercise Psychology, 30(2), 240-268.
Nicaise, V., Cogerino, G., Bois, J., & Amorose, A. J. (2006). Students' perceptions of teacher feedback and physical competence in
physical education classes: Gender effects. Journal of Teaching in Physical Education, 25(1), 36-57.
Schmidt, R.A., (1992). Tutorials in motor neuroscience. In Stelmach & Requin (Ed.), Frequent Augmented Feedback Can Degrade
Learning: Evidence and Interpretations (pp. 59-75). Dordrecht: Kluwer Academic Publishers
Schmidt, R. A., & Wrisberg, C. A. (2008). Providing feedback during the learning experience. In Motor learning and performance:
A situation-based learning approach (4th ed., pp. 283-319). Champaign, IL: Human Kinetics.
Sports Books Publisher. (2010, October 25). Motor skills: Learning and acquisition processes- Chapter 18. [Video file]. Retrieved
from http://www.docstoc.com/docs/58352191/Motor-Skills-Learning-and-Acquisition-Processes
Weeks, D. L., & Kordus, R. N. (1998). Relative frequency of knowledge of performance and motor skill learning. Research
Quarterly for Exercise and Sport, 69(3), 224-230.
