Providing Feedback Within Physical Education and Sport

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Presentation transcript:

Providing Feedback Within Physical Education and Sport

How do you think teachers/coaches Should provide feedback? What are some feedback examples you have experienced as a student or athlete in the past? Good Job! Excellent! Great! Nice! etc… Effective feedback entails many more components then the non-examples above.

Feedback classification “Extrinsic" feedback = "Enhanced" or “Augmented" feedback (i.e. feedback given from a source other than one’s self ) Examples include: A coach informing a student of a critical element in a skill A teacher informing a student of what was done correctly – *Coaches/instructors can control this information

Can feedback Hinder Learning? 4 situations: Feedback is incorrect Concurrent feedback Feedback given too frequently Feedback is performance or intellect based Warning, augmented/extrinsic feedback can lead to DEPENDENCE!!

Feedback and learning QUESTION (1) Does more feedback (i.e. Increased frequency or Increased detail) lead to better performance? QUESTION (2) Is more feedback better? Is it best to give feedback continuously/after every trial?

Feedback Frequency Less frequent feedback can be as good or better than more frequent feedback! Lever tracking task. Track a spatiotemporal pattern of movement. Feedback was superimposing pattern made on target pattern. Note graph displays errors made (i.e. the lower the score the better performance) (Winstein and Schmidt, 1990)

Reduced Feedback Reducing feedback frequency can also improve retention/LEARNING!!!! Lever tracking task. Track a spatiotemporal pattern of movement. Feedback was superimposing pattern made on target pattern. (Winstein and Schmidt,1990)

Delayed or Infrequent Feedback • Allows learners to assess their own progress and determine their own errors • Gives learners time to process their own intrinsic feedback information • Allows learners to explore the concept "space" to find effective solutions

Explanations We learn most when we are challenged with "desirable difficulties” Most feedback statements given by instructors are too general (e.g. “good job”)

What can we do as PE teachers, coaches or fitness Instructors? Delay feedback Limit general feedback (such as “good job”) Encourage positive specific corrective feedback within student interaction (Example great effort using follow through on that throw. Next time remember to stager your stance.)

Questions or Comments'? Read the article below regarding fixed and growth mindset and how feedback type influences student learning. http://news.stanford.edu/news/2007/february7/dweck-020707.html