Feedback

Key Definitions

Feedback: Information given to a performer about how well they performed a motor skill. This can help to correct errors and improve future performances.
Intrinsic Feedback: This comes from an individual’s senses (touch, sight, sound) during and after execution of a skill, and is also called internal feedback.
Extrinsic Feedback: This is provided from outside of the performer, such as from a coach or via video playback. Sometimes referred to as external feedback.
Knowledge of Results (KR): Feedback about the outcome of a task or movement, such as whether a goal was scored.
Knowledge of Performance (KP): Feedback about the quality or pattern of movement, such as whether a tennis serve movement was correct.

Continuous Feedback: Information received during the execution of a task.
Terminal Feedback: Information received after completion of a task.
Positive Feedback: Information on what was done correctly during a performance.
Negative Feedback: Information on what was done incorrectly during a performance.

Error Correction: Feedback helps performers to recognise and correct their mistakes, enhancing skill acquisition.
Motivation: Feedback can enhance motivation, increase the desire to learn, and improve self-confidence. Positive feedback is particularly effective for enhancing motivation.
Reinforcement: Feedback can act as reinforcement. When good performance is followed by positive feedback, it’s more likely the good performance will be repeated.
Guidance: Feedback serves as a guide, informing the learner about the desirable direction of future performances.

Verbal Feedback: This is spoken information from an instructor or coach about the performance.
Visual Feedback: This can involve demonstrations by the coach or via video replays allowing performers to see their own actions.
Manual and Mechanical Feedback: Physical guidance from an instructor or from learning aids such as training wheels.

Feedback should be given when the performer is attentive and ready to learn.
Excessive feedback can lead to dependency and hampers the development of self-checking skills. This is known as feedback dependency.
Feedback should ideally be given immediately after the performance to facilitate swift error correction and learning.

Beginners or low-skilled learners often require more frequent and detailed feedback, including both KR and KP.
Experienced or skilled learners may benefit more from occasional feedback that focuses more on KR.
Content of feedback should be understandable and within the cognitive capacity of the learners. It should gradually become more complex as the learner gains experience.