Feedback Flashcards
1
Q
Intrinsic feedback
A
- feedback from within the performer
- e.g., using the sense of kinaesthesis/ how movement feels/ own performers senses and feelings
(A tennis player is aware almost immediately that she has over hit a return shot) - e.g. a gymnast feels balance is off in a handstand
2
Q
What is intrinsic feedback effective for?
A
- experienced performers who can assess their own performance
- (autonomous performers)
3
Q
Extrinsic feedback
A
- feedback from an outside source (coach, teacher, video analysis)
- e.g. coach explaining to javelin thrower how to correct his grip
4
Q
What is extrinsic feedback important for?
A
- important for beginners who haven’t developed intrinsic cues yet
- cognitive and associative learners
5
Q
Terminal feedback
A
- feedback at the end of the game
- it could be the coach’s summary, including reasons for success, or it could be a player looking at the match statistics
- e.g. a coach gives analysis after a gymnastics routine
- useful for over reflection and planning
6
Q
Concurrent feedback
A
- feedback during performance ‘
- e.g., internal awareness of the gymnast as an over-balance is detected on the beam
- helps with immediate adjustments
7
Q
Positive feedback
A
- feedback received when performance or the performer has been successful
- this strengthens the likelihood of the action being repeated (encourages repetition)
- reinforces what was done correctly
- boosts confidence and motivation
- best used with beginners to build morale
- e.g. a coach saying “great technique on that serve!”
8
Q
What is positive feedback best for?
A
- beginners (cognitive stage), motivation
9
Q
Negative feedback
A
- received after unsuccessful performance
- can be internal or external
- highlights errors in performance
- helps correct mistakes but can demotivate if overused
- more effective with advanced performers who can handle criticism
- e.g. “your elbow dropped during that pass”
10
Q
What is negative feedback best for?
A
- advanced learners (associative/autonomous)
11
Q
Knowledge of result (feedback)
A
- it is external and usually terminal
- it involves performer seeing the results of their action or receiving information from another person- normally coach/teacher
- information about the outcome (e.g., time, score, result)
- often extrinsic and useful for motivation and evaluation
- e.g. “you scored 8.9 on your routine” or “the shot went in”
12
Q
What is knowledge of result best used for?
A
- All stages, especially cognitive learners
13
Q
Knowledge of performance (feedback)
A
- involves receiving information about the movement pattern/ technique rather than outcome
- can be internal with the performer feeling how close the movement was to the perfect model or can be provided by the coach
- external provision- involves giving information about small errors in technique- angle of release, foot position etc that the performer may not detect themselves.
- use of slow motion cameras and movement analysis software
- helps refine skills and correct technique
- e.g. “your back was too arched in the high jump”
14
Q
What is knowledge of performance best for?
A
- associative/ autonomous learners
15
Q
What is feedback?
A
- any kind of information received by a learner as a result of a particular response or act
16
Q
What are the 3 main functions of feedback?
A
- motivational: success or failure, clear goals, inspires the performer to continue striving for perfection
- reinforcing: increases the chance of the performer repeating the performance
Informational: the outcome of the performance, is it correct or incorrect?
17
Q
How does feedback help improve performance?
A
- helps with motivation, and increases self-confidence
- helps with detecting and correcting errors
- reinforces correct actions or skills, so that the performer knows what to do
- strengthens the S-R bond in the learning situation, so that the correct movement is perceived by the sportsperson to be the correct thing to do
- reduces or prevents bad habits
18
Q
For feedback to be effective, what must the coach take into account?
A
- The timing of feedback is crucial.
- the coach should provide it as soon as possible
- ideally as terminal feedback
- this ensures the performer takes the most information in when reflecting on performance - The feedback should be relevant and meaningful for the performer to use.
- it should be clear and specific to the performance in question
- as the short term memory has a limited capacity the quality of feedback is important and needs to be succinct with not too much or too little information for the performer to process - Feedback needs to be individual to the performer rather than to the group.
- needs to encourage the performer to recognise intrinsic feedback
- this helps them to learn to feel the different movements - It is advised that feedback uses different methods.
- can be both verbal and visual which should be recorded for subsequent reflection - It is important that the coach considers which stage of learning the performer is in.
- different stages require different types of feedback - Constructive: provides solutions, not just criticism
- Clear and understandable: tailored to the performers level
19
Q
Cognitive stage (types of feedback)
A
- extrinsic
- knowledge of results
- immediate
- terminal
- simple and basic
- can be intrinsic but struggle to use it
- positive
(Helps build understanding and motivation)
20
Q
Associative stage (types of feedback)
A
- extrinsic
- knowledge of results & knowledge of performance
- immediate
- can deal with concurrent
- more specific
- performer begins to monitor its own feedback
- positive and negative
21
Q
Autonomous stage (types of feedback)
A
- intrinsic
- knowledge of performance
- can be delayed
- concurrent
- specific and detailed
- detect own errors with kinaesthesis
- negative (For fine tuning)
22
Q
Explain the main purpose of the different types of feedback from the point of view of a coach?
A
- concurrent feedback: used for team/ technical analysis during a performance e.g. half time/ time outs/ breaks in play
- knowledge of results/ performance feedback: used to accelerate performance, used to motivate
23
Q
How would you make feedback effective when teaching a motor skill?
A
Effective feedback:
- feedback must be accurate and well-informed
- knowledge of results is important
- be specific and selective with information (not too much information at a time
- make the feedback interesting to hold attention and aid retention
- information should be understood by the performer
- feedback should be given straight after the performance
- encourage intrinsic feedback or the feel of the movement (kinaesthesis)
24
Q
How is closed loop theory used to make a movement more skilful?
A
Closed loop control contributes via:
- proprioception or intrinsic feedback gives information about errors or correct movements
- this information can then be used to correct errors or reinforce correct movement
- information is sent via the command mechanism or effector mechanism for muscular control
- there has to be little conscious attention during closed loop control
25
Define the term feedback and briefly describe 3 functions of feedback?
- feedback is any kind of information received by a learner as a result of a particular response or act
- this information would be available during and after the movement had been completed
- and would be brought into the system both during the course of the movement and after the movement had been completed
Functions of feedback are:
- motivational: success or failure, clear goals, inspires the performer to continue striving for perfection
- reinforcing: increases the chance of the performer repeating the performance
- informational: the outcome of the performance, is it correct or incorrect?
26
Explain how feedback differs through the associative and autonomous stages?
- feedback involves using information that is available to the performer during and after the execution of a skill
- during the associative stage of learning, the learner has an overall picture of what is required of the skill, but still makes mistakes
- intrinsic feedback involves the learner associating the ‘feel’ of the activity, via kinaesthesis, with the end result.
- and combined with extrinsic feedback through visual and auditory systems (from an external sources and results, play a significant role as the performer makes progress
- during the autonomous phase of learning, movements are well integrated as athlete is able to perform without conscious effort
- the skilled athlete provides their own intrinsic feedback as he or she is able to judge and assess performances and make corrections by him or herself
- the coach works in partnership with the athlete in the refining of technique
27
Distinguish between intrinsic and extrinsic feedback?
- intrinsic feedback is information received by the athlete as a direct result of producing a movement through the kinaesthetic senses such as feelings from muscles, joints and balance
- extrinsic feedback is from an external source to the performer that can affect performance
- and either motivate or demotivate the performer depending on the quality of the feedback
- it consists of knowledge of performance and knowledge of results
28
Explain how feedback in a sports skill learning situation helps the sportsperson improve performance?
- helps with motivation and increases self-confidence
- helps with detecting and correcting errors
- reinforces correct actions or skills, so that the performer knows what to do
- strengthens the S-R bond in the learning situation, so that the correct movement is perceived by the sportsperson to be the correct thing to do
- reduces or prevents bad habits
- helps reduce likelihood of inhibition (drive reduction theory)
29
discuss the idea that improvement in skill performance is dependant upon the nature and frequency of feedback provided by the coach (12 mk)
A01:There are several different types of feedback that can be used to improve performance they are:
- intrinsic feedback
- extrinsic feedback
- terminal feedback
- concurrent feedback
- positive feedback
- negative feedback
- knowledge of performance
- knowledge of result
Most types of feedback can and are delivered by the coach.intrinsic feedback is not. This type of feedback describes the way in which information is received by the performer about a performance (also known as knowledge of performance). It is available as a natural consequence of performing of performing an action and is in formation received via proprioceptors (kinaesthetic information). It is what the performer subjectively feels about their performance.
A02: For example: what are the performers thoughts and feelings (Knowledge of performance) about their performance or training?
The remaining types of feedback can all be given by the coach
A01: Extrinsic feedback is received from external sources through vision and sound
A02: For example, a coach explaining to a javelin thrower how to correct his grip
A02: For it to be successful it needs to be immediate, precise, and accurate
A01: Knowledge of results provides the performer about the outcome of the performance
A02: An example in tennis would be
: tennis serve- checking how quick it was
A03: If used correctly, it can motivate the performer. The coach would clearly indicate what was good about the performance. This could be a form of positive feedback
A01: Positive feedback focuses on what the performer did well and suggests how further improvements could be made
A02: An example in tennis would be: coach praising performer when they do a good serve
A03: Positive feedback will strength the stimulus-response bond (S-R) bond and will therefore reinforce learning. Positive feedback is particularly beneficial for learners at the cognitive and associative stages of learning and so should be used frequently to reinforce learning. Once the performer has refined the skill i.e. autonomous stages of learning, less feedback is needed. However, some elite athletes become dependant on feedback.
A01: Negative feedback is feedback received after unsuccessful performance. Can be internal or external
A02: An example in tennis would be: crowd starts booing
A03: Giving negative feedback to someone is not always useful as it fails to explain how improvements can take place. However, it can be beneficial to elite performers when analysing faults, in addition to providing a motivating influence to improve performance. Negative feedback should be used sparingly as it could suppress performance. For example, a coach who repeatedly feeds back information about faults, and gives very little help about how to correct them
A01: Concurrent feedback is received during the performance
A02: For example, a coach tells a runner when they are halfway through a match that they are 10 minutes ahead of their personal best performance
A03: it is particularly beneficial for continuous skill as it allows quick corrections to occur
In some sporting events, such as in grand slam tennis tournaments coaches are not allowed to give concurrent feedback to their players. When feedback is withdrawn or cannot be given their performance may deteriorate
A01: Terminal feedback occurs after the performance either immediately or a while after
A02: An example of this is coach summary of tennis players performance
A03: Immediate terminal feedback allows the situation to be addresses while it is fresh in the mind of the performer. For example, a coach evaluates the performance of a netball team at the end of the game. Delayed feedback gives the performer a chance to assess their performance. Therefore, it is important that the coach gives good quality, reliable feedback to ensure that learning is positive
In summary, a combination of feedback and practice account for most of the improvements in skill performances
- feedback, about movements errors, is one of the most important aspects of the learning environment
- without it, performers and elite athletes would have little understanding of how to correct their errors
- feedback is not the only factor that accounts for improvements in performance, which is also dependant on other variables
- the most important learning variable is practice itself
- both the amount and quality of practice are important for effective learning
30
Item of tech: apple watch
Type of feedback: concurrent feedback
Feedback can benefit the performer by:
- feedback provided instantly through use of hr monitor
- at end of race the coach and athlete can review split times and critical threshold points in race
- gives detailed accurate performance
E.g. marathon
- a coach sets a prescribed running pace for a marathon race. During the race, the athlete is guided by a series of bleeps that informs the athlete of the prescribed pace against actual pace
A03: technologies aid more detailed analysis of effective optimal intensity e.g. fitness training working at correct intensity
- provides biofeedback that supports internal awareness of effort, position, balance etc
Impact on performance: enhances self-correction and body awareness
31
Item of tech: performance stats apps e.g., Strava
- Can calculate training intensities, calorie burn, distance run, splits and data storage
- provides concurrent, terminal feedback and knowledge of results
Benefits
- helps develop future tactics
- helps compare results
- feedback gives coach a chance to assess their athletes performance and plan future training programmes
- later on this data can be downloaded to data storage facilities to compare results such as plotting performance graphs over time
A03: Use of technology to enhance learning process and aid psychological performance- increases confidence and motivation resulting from performance analysis
- provides data on outcomes: time, distance, accuracy
- impact on performance:
> tracks progress
> set goals
> motivates improvement
32
Item of tech: video analysis e.g., (Hudl, Dartfish)
- provides both visual and auditory cues
- provides external, concurrent, terminal, knowledge of results, knowledge of performance
Extrinsic: to an athlete during continuous aerobic performance and between rounds in field events. Athletes are able to access their coaches during field events and receive appropriate feedback in preparation for their next throw or jump
Concurrent feedback: derived from video analysis, could make all the difference between winning and losing an event, when the coach provides the athlete with a simple technical skill prior to the next jump or throw
- digital software (Dartfish/hudl), highlight technical aspects of performance using a variety of tools such as split screens, and comparison of performance against technical role models
Terminal- over time coach can access if technical improvements have been made
A03: technologies enable access to classification and dissection of skill
- it breaks down technique in slow motion to analyse movement pattern
Impact on performance:
> allows detailed error correction and technical correction
33
Laser sensor equipment, such as electronic timing gates, is wirelessly connected to a mobile unit (tablet PC, Android phone) and all data is directly transferred to it
- practical example: since the runner is the only person, who can trigger the timer on electronic timing gates and stop it, there is practically no room for error. Data can be used between sprints and at the end of a training session. Once more providing information (knowledge of results) to both the athlete and coach in the form of concurrent and terminal feedback
34
Notational analysis
- notational analysis systems, also known as tally chart feedback, provide statistical or graphical format that highlight categories of strengths and weaknesses of a performance
- this in depth analysis provides quantitative data, such as the number of unforced errors and total points won in a tennis match
- this type of match feedback provides significant athlete and coach feedback in terms of technical, mental and physical aspects of the game
- terminal feedback
35
How do different types of feedback benefit from the use of technology? (Summary)
- digital software systems are very expensive and so may be limited to athletes and coaches who are financially well supported
Negative feedback: from the coach (derived from such technologies), should be used sparingly as it could suppress the athletes performance
Positive feedback: from the coach (derived from such technologies), will reinforce learning or performance of skill
36
What other examples of technology in sport are there from across the units in PE?
- Use of technology in the media to aid supporters understanding? Red button/ club apps/ social media/ game analysis post-match reviews/ player data (pass completion) etc
- use of technology to identify and control increasing arousal levels to ensure optimal levels of performance
- use of technology to increase understanding of officials decisions in the correct/ incorrect performance of a skill therefore reduce deviance: VAR/ referees microphones/ play back and Dermot Gallagher explaining VAR decisions post game
37
Post-match analysis software- match stats & highlight reels
- provides terminal feedback
- used after performance to reflect, review, and plan improvements
- impact on performance:encourages long-term performance development
38
Benefits of technology in feedback
- increased accuracy and objectivity in assessing performance
- enhanced motivation through measurable progress
- more efficient learning through visual and data-driven feedback
- immediate feedback loops improve correction speed
- support for independent learning via apps and wearable tech
39
Open loop control system (level 1) definition
- a control system where no feedback is used during the performance
- the movement is pre-planned and carried out without correction during execution
- no conscious thought is involved in the execution of the skill as the decisions have already been made in the brain
- all information is sent in one message to the working muscles
- skill cannot be altered during execution
- this usually used to explain control for fast movements when there is little or no time to react
- applies to skills that are simple, well learned and have autonomous control
- usually closed and self paced skills
- e.g. golf swing, throwing a dart
40
Open loop control system
Model components:
Input: information from the environment (e.g. opponents position)
Executive system: brain processes the info and selects a motor programme
Effector system: muscles receive instructions and perform the movement
Output: movement is completed without adjustments
- no feedback during movement
41
Characteristics of open look control system
> fast
> pre-learned
> no time for feedback
> not adaptable during execution
42
Examples in sport (open loop control system)
- tennis serve
- javelin throw
- golf swing
- sprint start
43
When is the open loop control system used?
- closed skills
- discrete movements
- well-learned/automated actions
- high speed skills
44
Closed loop control system (level 2) - definition
- not visual- its internal and automatic allowing quick corrections without conscious thought or sight
- a control system where fast, automatic adjustments to movement are made using proprioceptive (internal) feedback from within the body, such as kinaesthetic awareness, without conscious thought
- fast- used in rapid adjustments
- mostly subconscious (automatic adjustments)
- suitable for well learned or continuous skills
- helps with minor corrections during performance
- e.g., adjusting arm position in a golf swing (without visual input)
- feedback loop is short
- control is via muscles rather than the brain
- skill can be altered by performer during execution as a result of feedback as decisions are made in the brain during performance
- applies to ongoing movements
45
When is the closed loop control system 2 used?
- associative/autonomous stage
- skill is continuous
- movement is well-practiced and largely subconscious
- performer is making automatic, rapid adjustments during a skill
46
Key features of the closed loop control system 2
- fast, subconscious feedback loop
- use kinaesthetic/internal sense
- corrections made during the skill (but without visual info)
- often used in well practiced, continuous movements
47
Closed loop control system 2 (model)
Input:
> information from the environment (e.g. starting signal, opponents movement)
> sent to the perceptual mechanism
Executive system:
> brain processes input and selects an appropriate motor programme
> sends instructions to muscles (effectors)
Effector system:
> muscles and limbs carry out the movement
Output:
> the movement or skill is performed
Feedback (proprioceptive)
> internal feedback from muscles, joints, tendons
> kinaesthetic awareness allows the performer to detect errors in movement (e.g. balance, force, limb position)
> adjustments are made automatically and quickly without conscious thought
48
Closed loop control system (level 3)- definition
- a control system where conscious, voluntary adjustments to movement are made using external (mainly visual) feedback, allowing the performer to correct actions during performance
- involves feedback from the brain
- has a longer feedback loop as the feedback is external rather than internal
- the performer has to pay conscious attention to feedback
- external factors such as the coach, co actors, opponents etc can cause the skill to be altered during execution as the information sent by the brain can be changed
- control is via the brain
- applies to ongoing movements and is useful for novice performers
- examples could be passing a ball in netball, playing a shot in tennis
49
Key features (closing loop control system 3)
- uses external feedback (especially visual or auditory)
- involves conscious processing
- slower than level 2 because it requires decision-making
- allows for major adjustments during performance
- useful in complex, open, and continuous skills
50
Example (closed loop control system 3)
- footballer sees a defender approach and consciously decides to change direction
51
When is the closed loop control system 3 used?
- utilised in sport skills that require conscious, voluntary adjustments during performance primarily using visual feedback
- system is beneficial for skills performed in dynamic, unpredictable environments where the performer must adapt to changing conditions
- open skills: skills performed in unpredictable environments, such as team sports where the performer must react to opponents and changing conditions
- continuous skills: skills without a distinct beginning or end like swimming or running where ongoing adjustments are necessary based on visual cues
- complex skills: movements that involve multiple subroutines and require conscious thought such as executing a complex gymnastics routine or a tactical play in football
52
Closed loop control system 3 (model)
Input:
> the desired movement or outcome
> comes from the perceptual system, often based on what’s seen or sensed in the environment
> e.g. a netball player wants to pass accurately to a teammate
Executive system:
> the decision making and processing system
Includes:
> perceptual mechanism- interprets input (e.g., where the teammate is)
> decision making mechanism- chooses an appropriate response (e.g., chest pass or bounce pass).
> effector mechanism- organise the motor program to carry out the action
- this stage reflects and initiates the movement based on input and prior experience
Effector system:
> involves the muscles and motor system
> carries out the motor program and sent from the brain
> e.g., muscles in the arms and shoulders contract to perform the pass
Output:
> the actual movement performed
> this is the visible action- e.g., the pass is made
Feedback:
> intrinsic (internal)- from proprioceptors (muscle/joint feedback)
> extrinsic (external)- from vision, coach’s comments, etc
> feedback is used during the movement (if time allows) and after, to adjust or improve next time
> e.g., the player sees the ball going off - target and adjusts arm position mid-pass or changes technique next time
53
What is the open/closed loop theory?
- explains how different skills are controlled by the brain once the executive motor programme required has been selected by the brain, it has to be monitored and adapted if needed
- this is done through 3 levels of control:
1. Level 1- open loop (no feedback/ don’t learn)
2. Level 2- closed loop (muscle memory)
3. Level 3- closed loop (brain memory)
54
What is open loop control?
- it is level 1 control that does not use feedback
55
Open loop control occurs when performing what type of skills?
- ballistic skills
- when there is only a short period of time to execute the skill
E.g., in a slip catch, cricket player will have only fractions of a second to choose a motor programme and execute it
56
When is feedback available during open loop control? What issues could occur because of this?
- feedback is available but there is no time to act on it
- means that the wrong motor programme is selected leading to amusing results
57
What does feedback do?
- gives information about errors or correct movements
- its used to correct errors or reinforce correct movement
58
What is closed loop control?
- feedback is provided
- in level 2 there is feedback from muscle memory and in level 3 feedback is from the brain
59
Closed loop control occurs when performing what type of skills?
- handstands, headstands, netball shot e.g. (simple skills)
E.g., gymnast performs a handstand and lose balance, the proprioceptors detect changes in balance as a result of processing the info so brain will trigger muscular contractions to maintain the headstand
60
When is feedback available?
- during performance so adjustments can be made
- may hinder concentration
61
How is open and closed loop different from eachother?
Open loop is simple and works on the input while closed loop is complex and works on the input while closed loop is complex and works on the output and modifies it (either via muscle of or the brain)
62
Outline the open loop for feedback
- open loop model includes input, executive system, effector system and output
- pre-planned/ well leant movement/without conscious control/ stored as memory trace
- movement cannot be changed during the performance/ once initiated no modification/ decisions are made in the brain before performing the skill
- no feedback during movement/ only after movement/ doesn’t control the action
63
Summarise the open and closed loop models of feedback
Concerns movement and the role of feedback
Open loop- a control system with a pre-programmed set of instructions to an effector which has no feedback or error detection process
- model comprised of input, executive system, effector system and output
- movements made with no compensatory adjustments during performance e.g. golf swing
Closed loop- gives feedback during movement via the senses/ proprioceptors
- deviations from the norm/ motor programme are detected and corrections made during performance
- model comprised of input, executive system, effector system, feedback and output e.g. tennis serve- ball toss
Complex, skilled movements have a mixture of both system
64
Explain the main purposes of the different types of feedback from the point of view of a coach (4 mk)
Extrinsic/ intrinsic feedback- helps player/ performer build understanding of how to perform
Concurrent feedback- used for team/ technical analysis during a performance e.g. half time/ time outs/ breaks in play
Knowledge of results/ performance feedback- used to accelerate performance/ used to motivate
65
Discuss how the provision of technology has aided the learning and understanding of skills for both the performer and spectator (15mk)
Examples of relevant technology:
- wind tunnels
- power metres
- heart rate monitors
- force plates
- dartfish
- GPS
- smart phone apps
> feedback can be provided instantly through the use of smart phones, video cameras, delayed playback
> technologies aid a more detailed analysis of effective bio mechanical positions, aerodynamic positions and optimal intensity
> technologies used to analyse current and progressive performance of performer against a perfect model
> technologies to allow technique modification through their application
> technologies enable greater access to classification and dissection of skill
> use of technology to enhance learning process and aid psychological performance: increased confidence and motivation resulting from performance analysis
- use of technology in the media to aid supporter understanding
> use of technology to identify and control increasing arousal levels to ensure optimal levels for performance
- use of technology to increase understanding of officials decisions in the correct/ incorrect performance of a skill ad therefore reduce deviance
66
What type of feedback does proprioception or intrinsic feedback give?
- info from proprioception or intrinsic feedback gives kinestatic feedback
67
How much conscious effort must be paid using closed loop control?
- for closed loop 2, little conscious effort must be paid using closed loop control via muscle
- for closed loop 3 more conscious effort must be paid for brain
68
Explain the contribution of the use of subroutines to open loop control and the autonomous phase of learning (6 marks)
- what is a well learnt sub routine? There isolated for specific practice before they are gradually linked to finally combine whole skill
- how well would the skills have to be learnt for it to be in the autonomous stage? There is high levels and accuracy and less conscious attention to performance of skill as it becomes habitual
- how much intervention would be required by the coach at this stage of learning? Very little because performers detect their own errors with kinesthesis as their movement is automatic
- how much feedback would be required at this stage of learning and why? Less reliant on feedback as performers are aware if they make mistakes as they have had much time and practice
- what type of feedback would be needed though at the end with regards of results? Knowledge of performance because its internal and involves receiving information about the movement pattern rather than outcome
- open loop control and the motor command to perform the skill produces the movement with very little feedback during the movement itself
- what do memory traces do? When memories are physically stored in the brain
- what does the perceptual trace do? Acts as a record of the movement made over many practices
- how is kinaesthetic feedback used? It allows us to sense the position and movement of our limbs and trunk and helps us gain instant feedback on how a movement felt
