Questions relating to feedback
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1. How important is the feedback to you when doing skills?
2. How does positive feedback make you feel in terms of motivation
3. How does it feel if no feedback is given?
4. Do you use positive self-talk?
5. Would you encourage students to use positive self-talk?
6. What are the drawbacks of self-talk?
7. What role can team mates play in the feedback process during a game?
8. At half time in a game, what kind of feedback do you often hear?
9. Specific and non-specific feedback. I.e. “Well done team”, “Well done Bob”, “Well done Jim, you moved your feet quickly to a side on position”, “Well done team, the defence is playing particularly well” and “Well done the defence, you are stepping up nicely for the offside trap”. A) What works? B) Why do you think this is? C) What is more effective in which situations?
10. During an athletics field event, how can coaches feedback from the stand? What type of feedback is this? (extrinsic, intrinsic, self talk, verbal or visual)
11. How can this be useful? What are the potential drawbacks?
12. Although guidance and feedback are very closely linked, what is the subtle difference?
13. Does the type of activity affect whether you would use terminal or concurrent feedback?
14. What kind of feedback is useful when completing the following tasks and why?
a) Practising overhead clears
b) Tennis serve
c) Sprint start
d) Swimming start
e) Dribbling in hockey
f) Dribbling and passing in a keep ball situation in an invasion game
15. Which types of guidance do you find useful and when?
16. Which types of guidance do you find destructive or demotivating at what points?
17. What is the link between guidance, motivation and feedback? Can you draw a simple diagram to show a link?
18. How does the LTM become affected by positive reinforcement?
19. What are the 4 areas needed to make up a schema?
20. What is the name of the psychologist who developed the schema theory?
21. What is the role of feedback in information processing models?
22. Where does Thorndike’s law of effect fit in?
23. Where does Skinner’s theory of operant conditioning fit in?
24. Are there any drawbacks to feedback. I.e. what happens when a performer becomes dependant on feedback and it is then withdrawn?
Feedback - Ideas and guidance / essay advice
• Brain storm the title…write a list or spider diagram from the word “feedback”. Then put the words in a reasonably logical order if you can, to avoid flitting from one thing to another.
• Essay technique:
1. Keep it concise if you can
2. How to use words:
• Write in the definite if you have solid evidence to support it.
E.g - Positive Reinforcement is an important part of motor skill development. This is supported by Thorndike’s law of effect which states that if a response is followed by a pleasurable experience, the Stimulus Response bond is strengthened.
• But be careful of……
“Positive Reinforcement should always be used when learning motor skill development.”
This is dangerous because the statement does not allow for the possibility of different students learning in different ways..
• Write in the “suggests” if you have some experience or research to qualify your statement.
E.g – “During a 100m race, I find that I do not hear concurrent feedback due to the fact that I am focused at optimum arousal level which in turn allows for effective selective attention. This suggests that at a good level of experience and technique, terminal feedback and verbal guidance are more effective. This was also the case for several other athletes I interviewed. At a lower level of experience and technique, concurrent feedback seems to be more effective. Support for this comes from the four beginner athletes whom I questioned. This is because the information stored in the LTM is not as advanced in a beginner and they still require guidance and feedback to continually adjust the technique.
• When writing a conclusive statement during the assignment, write something like “I conclude from this……” or “I believe”, “I think……”, “It follows then that…..”. When writing a conclusion, try something like “I conclude”, “My conclusions are”, “My overall conclusion is….” “To summarise and conclude….” Etc.
• Don’t drift too far away from the common thread of feedback. Other things should be mentioned in context (such as guidance) but don’t write whole chunks on guidance and motivation in their own right.
• Draw diagrams to represent or backup what you are describing. Look at how text books do this all the time. Include the diagrams in your text.
• Be analytical. Discuss how feedback is used and what the effects as well as describing what it is too much.
• Use plenty of practical examples.
• Refer back to the question at the end of each paragraph to show the reader you are adressing the question.