1. Providing Feedback Within Physical Education and Sport

2. 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.

3. 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

4. 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!!

5. 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?

6. 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)

7. 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)

8. 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

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

10. 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.)

11. Questions or Comments'?
Read the article below regarding fixed and growth mindset and how feedback type influences student learning.