Lesson video

Hi everybody, it's Mr. Broome here.

Great to have you with me.

This is a lesson called types of feedback from the sports psychology goal setting guidance and feedback unit.

I think this is a great lesson for any of you who are aspiring perhaps to lead, to teach, or to coach in the future.

We're gonna have some time today to reflect on different types of feedback, and how well they work with different levels of experience.

Let's take a look, shall we? Alright, so by the end of today's lesson, you should be able to identify and use different types of feedback to improve performance.

And these are your four keywords for today: intrinsic feedback, extrinsic feedback, knowledge of results, knowledge of performance.

Those are four different types of feedback that we're going to learn about today.

There are two others as well, positive and negative feedback.

The definitions are there if you'd like to pause and have a look at those.

Otherwise, let's get started with the lesson, shall we? And the lesson is a rather large one today.

It's got four different parts, and the first one is called Describe intrinsic and extrinsic feedback.

Okay, so first of all, what is feedback? Well, it's something you give or receive about a performance.

Here's some examples for you.

So you might leave a review for something you bought online.

You might say how good the delivery was or how well they performed.

You might get notes on your essay from your English teacher.

That's them giving you feedback, or you might give your own feedback when you tell somebody how much you enjoyed their dance performance, and feedback about a performance can come from yourself, within you, and in sport and physical activity, we feed back to ourselves about whether the skill feels correct using our senses as we perform it.

And this is called intrinsic feedback.

Here we go.

I'm sure we've all been in this situation before.

Imagine walking along a balance beam, maybe in a playground or out in the woods somewhere.

What will happen is you'll feel if and when you are losing your balance, and you'll try to correct yourself.

Sure, we all recognise that.

And this internal feedback from the body about whether we're falling or where our body is in space is called kinesthesis.

This is a really good example of intrinsic feedback.

Imagine nobody was there to help you as you walk along that beam, but you managed to stay upright, because your body is giving you feedback that ensures that you make the right corrections to stay balanced, all coming from within all intrinsic feedback.

Now, intrinsic feedback, a really important way to remember this is that it has the prefix in-.

So the first two letters are in, and let's think about other words that begin with the prefix in-.

Inject, internal, inhale.

They all mean that something is going inside, or something is already inside.

Okay, so that in- means inside, just as with intrinsic feedback.

Remember that intrinsic feedback comes from within you.

A nice way to remember that with the prefix in-.

Here's a quick check for your understanding so far.

This is statement true or false: Getting feedback from your coach is an example of intrinsic feedback.

It's actually false, and we haven't really talked about getting feedback from your coach yet.

But what you hopefully would realise is that intrinsic feedback comes from inside of you.

Okay, so getting feedback from a coach, that's not coming from inside, that's coming from elsewhere.

So with that in mind, let's think about how we might get feedback from other people.

In the question there, it just asked about a coach.

Who else might give you feedback during a sports performance? Have a little think.

Well, feedback can come from a coach, as we mentioned already, maybe parents or guardians or spectators, or your friends, peers or officials, teammates.

All sorts of people are involved in some sports performances, and they all might give you some feedback.

Any feedback that comes from external sources or from outside of you is something we call extrinsic feedback.

Extrinsic feedback, a coach giving a player feedback verbally is a good example of extrinsic feedback.

We can see that in the picture currently there.

The coach is talking to the performer, giving them some feedback perhaps about how well they're playing.

Extrinsic feedback.

The coach might tell the player what they're doing well, or what they need to improve.

And extrinsic feedback can also be used to motivate the player.

Having somebody tell you how well you're doing sometimes can be a really motivating factor, can't it? So let's have a look at this word extrinsic feedback, and go to that idea of the prefix, which is, in this case, E-X, ex-, and other words which begin with the prefix ex- are export, external, exhale.

They all mean something is outside, or going outside.

Okay, so pretty much the opposite of the prefix in-, isn't it? And again, this is a way to help us remember that extrinsic feedback comes from outside of you.

Alright, so the prefix in- means it's internal or inside of you.

The prefix ex- means external or from outside.

Another quick check for understanding.

Which of these could be the result of effective extrinsic feedback? Is it A, that the athlete might be more motivated? Is it B ,that the athlete can feel how well they're doing? Is it C, that the athlete will understand what they need to do better? Or D, that the athlete understands what they're doing well? There may be more than one correct answer there.

Okay, in fact, there were three correct answers.

Extrinsic feedback, if it's delivered effectively, might help the athlete to become more motivated.

It will help them to understand what they need to do better, and it might help them understand what they're doing well.

But we excluded B there, and I hope you did also, because the athlete feeling how well they're doing is coming from inside.

It's talking about feelings there, isn't it, which is intrinsic feedback.

So well done if you spotted that B was the only one there that could not be the result of effective extrinsic feedback.

Let's have a look here at the difference perhaps between inexperienced performers and experienced performers, and to highlight the difference here, I've used a picture of some young skiers learning how to ski in a ski school, and somebody there on the right hand side who's clearly very skilled at skiing, has lots of experience.

So with inexperienced performance like these young skiers, they haven't yet developed that kinesthesis for the skill.

They haven't got the kinesthetic feel for what the skill should feel like.

Now what will that mean for them? Well, first of all, that means that if we're going to help them to develop their skiing skills, they're going to require more extrinsic feedback to help them understand.

We certainly can't rely on intrinsic feedback, and them having that feeling for whether they're doing it correctly or not.

And also at the early stage of learning anything, it's really beneficial to have lots of encouragement.

And again, that can be in the form of extrinsic feedback, can't it? How about the experienced performer then? Well, they have developed a really good kinesthetic feel for the skills.

That means that they can give themselves lots of feedback about whether they're performing it well without the need for somebody else to be telling them.

So they are able to give themselves accurate intrinsic feedback, okay, which is the opposite of the young performers who haven't yet got that kinesthetic feel for the skill.

Now they will still benefit from some extrinsic feedback.

I'm sure they have a coach who might tell them certain things that they might not have spotted themselves, but they won't need as much, because they're able to rely a lot more on their own intrinsic feedback.

Another check for understanding.

Which of these basketball players is most likely to benefit from a lot of extrinsic feedback? What do you think? Is it A, B or C? Okay, well done if you said B, and B would, I mean, we don't know a huge amount about these people.

They might have been playing for many years, but it's unlikely, isn't it, given their age, whereas A and C certainly look like they are much more experienced performers.

And so B would benefit from a lot of extrinsic feedback for two reasons: one, to encourage them to keep going and keep practising , and the other, to help them understand the technique, because they don't necessarily have much of a kinesthetic feel for the techniques just yet.

Here's a task to finish this part of the lesson on intrinsic and extrinsic feedback, and we're gonna meet Izzy.

Now, when Izzy was six years old, she started playing tennis.

Now Izzy is 16 years old, and therefore, has 10 years of tennis experience, and she plays now at county level.

What I'd like you to think about is how will the use of intrinsic and extrinsic feedback have changed for Izzy during those 10 years? And I'd like you to give one specific example for each.

Pause the video here and write down your answers, and I'll see you in a moment with some suggested answers.

Okay, so here we have Izzy, the 6-year-old and the 16-year-old version of Izzy.

These are things you might have said.

Intrinsic feedback.

So as Izzy became more experienced, she became better at giving herself intrinsic feedback, and has a better knowledge and kinesthetic feel of the tennis skills than before.

Okay, with extrinsic feedback, now this was much more important to the young Izzy, the 6-year-old Izzy when she was a beginner, because she had very little knowledge of tennis skills, and couldn't self-assess her performance.

She wouldn't know if the performance felt right, or whether what she was feeling was the right way to feel when you're playing tennis skills.

So she needed a coach to correct her and help her improve her technique.

Something else she might have said about extrinsic feedback instead of that was that when she was younger, Izzy may have lacked confidence because she was a beginner, and would've needed more encouragement from others to help keep her motivated.

And so again, she would've benefited from much more extrinsic feedback when she was six than perhaps now she's 16.

Well done if your answers reflected those differences between intrinsic and extrinsic when Izzy was six and Izzy was 16.

Okay, so onto the second part of today's lesson called Describe positive and negative feedback, and Jun's got a question where he asks you to think about what are the difference between these two examples of feedback.

Here's the first one, a coach saying, "You are timing the swing and striking the ball really well," and another coach saying, "Your follow through is not good enough." Pause the video here if you want to have a little think about what's the differences between those.

Let's take the baseball coach.

What they're giving is positive feedback.

They're informing the athlete about what is correct about the movements that they're performing, and this plays an important role in motivating the athlete.

It's really nice, isn't it, sometimes to hear what you're doing well? On the flip side, we have this coach.

This is negative feedback, because what they're doing is pointing out something that isn't being performed very well.

This tells the athlete what was incorrect about the movement.

Now this is an important point.

If you're going to give somebody negative feedback, what you should couple that with is something that they can do to improve the performance or to correct the movement.

And in this case, he might say, "You need to swing from low to high." And we've coupled some information about how to improve the movement with that original negative feedback.

Let's have a quick check for understanding.

Which of these is an example of negative feedback? These are three things a coach might say.

So A, your standing foot is not in the correct position.

B, your grip was much better that time.

Or C, you're making much better decisions about when to shoot.

Well done if you noted that A is an example of negative feedback, because they're saying it's not in the correct position.

They're pointing out something which is incorrect, whereas the other two were positive feedback examples.

Well done if you said A.

Here's a table which describes how the relationship works between the types of feedback and the level of experience.

Let's start in the top left hand corner.

So beginners and positive feedback.

Well, beginners need lots of positive feedback to help them with motivation and enjoyment.

When you become an elite athlete, positive feedback, of course, it remains good for motivation, and elite athletes will enjoy hearing positive feedback.

However, elite athletes are highly motivated, and so are less likely to need positive feedback as a source of motivation.

In terms of negative feedback, beginners getting negative feedback can have a demotivating effect.

You don't want to keep telling them what they're doing wrong, because believe me, they're probably doing a lot wrong.

They're beginners.

At the elite level, they're more accepting of negative feedback, because in most cases with elite athletes, they're pursuing excellence, and they'll be really interested to know what it is that they're doing wrong, and what they can do to correct their performance.

So you can see here the differences between beginners and elite, and how the different types of positive and negative feedback work for both.

Quick check for understanding again, is this true or false? Positive feedback is good to use with beginners to encourage them.

Well done if you said true.

And why is that? Well, beginners make lots of mistakes, and so being able to positively feedback to them find something in their movements which is worth giving them some positive feedback for is going to help to keep them motivated.

Task for this part of the lesson involves you imagining you are a teacher, primary age students, and they're in their first ever badminton lesson.

First part of the task is to identify two ways in which you would use positive or negative feedback with these students.

The second part of the task is to identify one way in which you would change your approach if the class was elite badminton players, and not primary age students in their first ever badminton lesson.

Pause the video here, write your answers down, and I'll be back in a moment with some feedback.

Okay, so let's begin with the first part of the task, which was to think about how primary students in their first ever badminton lesson would respond to positive or negative feedback.

So things you might have said.

So as they are beginners, you might use a lot of positive feedback to help motivate them.

You might have said something like, I would only use negative feedback sparingly, which means not very much so as not to have a demotivating effect on them.

You might have said that they will probably make lots of mistakes, but we shouldn't point out all the mistakes with negative feedback.

You'd be forever pointing out things that aren't being done particularly well, and it would have a really seriously demotivating effect on the class.

Something else you might have said was that with negative feedback, if you're going to give it, you must also back it up with some added information about how to correct the movement.

The second part of the task wondered how you might change that approach if you were with elite badminton players instead.

So you might have said something like they're performing well, would be happier to receive negative feedback.

So it could be used more often than it could have done with the beginners.

That might be one adaptation.

You might also have said that they won't need as much positive feedback, because they're already motivated in their sport, or they're intrinsically motivated, they want to be good at their sport, and so they have this intrinsic motivation to improve.

Positive feedback is still a motivating factor, even for the elite, but it's less frequently needed.

So you might have said something about how you would still use positive feedback on occasions, but not as much as with the beginners.

That brings us on to the third cycle, which is described knowledge of results or performance.

Alex begins with a question asking you to reflect, and something you might want to pause the video here while you do reflect on it.

What is more important: knowing how well you performed, or knowing the end result? Here we have a netball team, and the netball team are about to finish in last place in their tournament, and they finished last in their previous tournament too.

And what we now know is the outcome of the performance, that they finished last, and feedback about the outcome is called knowledge of results.

So now we have knowledge of results, which, in this case, is that they finish last.

Now knowledge of results can relate to outcomes such as the score in a game, the finish time in a race, or finishing positions, again, maybe in a race, or in a golf tournament, or something like that.

They're all outcomes, 'cause they're all about the final result, and that's the important thing to remember.

So which of these are knowledge of results? Let's check your understanding.

A, knowing your finishing time, B being told you came 18th position in cross country, C, being told your technique was better than before, or D, knowing that you lost three one in a hockey game, and there may be more than one correct answer there.

Okay, well done.

There were, in fact, three correct answers there.

Knowing your finishing time, being told you came in 18th position, and knowing that you lost three-one, they're all to do with the outcome or the result, the final result of the game, or the race, or the competition.

But C, however, should not have been included in your answer, because being told your technique was better than before is nothing to do with the actual outcome of your performance.

Let's go back to the netball team.

Now despite finishing last, the netball team had all improved their passing techniques since the last tournament, and had been more accurate at shooting than ever before.

Sofia says this feedback about how well they performed is called knowledge of performance.

Okay, so we've had knowledge of results, now we have knowledge of performance, but this is related to how well they performed, and has nothing to do with the outcome.

Knowledge of performance generally comes from an external source, such as a coach or an extrinsic source, of course.

Now, as performers become more experienced, they become better at being able to give themselves their own internal knowledge of performance feedback.

They can tell themselves how well they performed.

Similar to intrinsic feedback, you begin to be able to tell yourself how well it it feels or whether it feels right, because you're so experienced.

Quick check for understanding: Who's more likely to be able to feed back to themselves with knowledge of performance? So A, the beginner; B, the intermediate; or C, the elite? Okay, well done if you said it was the elite.

Of course, because the more experienced you are, the better you become at being able to intrinsically feed back to yourself with knowledge of performance.

This basketball player, who is elite, will know how skills should feel much more so than the intermediate, and especially more so than the beginner.

Well done if you said C.

Here's another example of how knowledge of results and knowledge of performance can sometimes conflict.

So this badminton player hits a smash and wins the point.

Knowledge of results tells us he was successful, okay? The outcome was he was a success.

So he might think he's a good badminton player.

However, the shot was badly timed.

The shuttle hit the rim of his racket instead of the strings, and went in the opposite direction to the one he intended.

So knowledge of performance tells us he didn't perform the smash well.

In fact, he performed a pretty terrible smash by the science of it.

But knowledge of results tells us that he was successful.

And so we have conflicting ideas there about how well the badminton player is playing.

Sam says, what might be the danger of focusing on knowledge of results for your feedback? And you might use the badminton player as an example.

Pause the video and have a think perhaps.

What do you think? So knowledge of results can provide important feedback.

It is important.

However, it can become an issue if the sole focus is on knowledge of results.

So to learn and improve, we also need to understand how we perform.

For example, with the badminton player, they might just believe that they're really good at badminton, because they won the point.

However, if we judge it by their performance instead, we can tell them that there's a lot of improvements to be made.

A familiar table from earlier.

How do the different levels of experience begin at an elite work with these different types of feedback? Let's start on the top left.

So beginners, it's really useful for them to know their results.

Let's imagine a beginner in archery, and they're firing arrows.

Well, of course they'll want to know if it hit the board, won't they? If it hit the target, maybe even kind of, whether it hit the centre of the target, or how many points they got.

And that can be a motivating factor, but it can be demotivating if they constantly compare their results to others, especially people who are more experienced.

With the elite, knowledge of results might be used in a slightly different way.

They want to know their results, because perhaps they have goals that they've set, and they want to check the progress.

So it might be a tennis player who says, "I want to win Wimbledon." And they all judge it on whether they won Wimbledon.

Knowledge of performance, for a beginner, well, it helps to separate the performance from the outcome.

So we give them knowledge of their performance, and perhaps don't concern them with the outcome, because, in many cases, they won't be achieving the outcome of the skill that they would really like to be, not yet anyway.

But it does need to be shared carefully to avoid information overload.

It's very easy to give too much knowledge of performance or too much feedback about performance to a beginner, whereas with an elite athlete, of course they might be able to take in a lot.

Well, they will be able to take in a lot more detail, because they understand the skill and the terminology, and they will use that to help fine tune their performance.

And of course with elite athletes, knowledge and performance can be intrinsic or extrinsic, because they have the ability to feedback to themselves based on their experience.

Here's the task for this section.

We're looking at knowledge of results of performance.

And here we have on the right a table of stats from a football game, a football game in which Team A lost to Team B one-nil.

Imagine you're Team A's coach in this task, and use the stats in the table to answer the following three parts of the question.

Number one, what does using knowledge of results tell you about the game? And that's only knowledge of results.

Number two, what is the danger of only using knowledge of results for feedback? And number three, using knowledge of performance, what are three things you might say about the game? Pause the video here, and return back in a moment for some suggested answers.

Okay, so what do your answers say about Team A versus Team B? Let's imagine you are the coach, as we said.

And what does using knowledge of results tell you about the game? Quite simply, we're worried about the outcome, aren't we? And the outcome was that we, or Team A, lost one-nil.

Simple as that.

So what's the danger of only using knowledge of results for feedback? Well, things you might have said about that, it doesn't actually tell us anything about how well we played.

If we only consider that we lost, it might harm motivation within the team, or make us assume that we played badly.

Other people might think that we play badly when they see the result.

However, the true picture is perhaps not quite that we play badly, is it? Because if we use knowledge of performance, there are lots of things we could say about the game.

You might have said that actually we perform well in every measure except for scoring goals.

We had high percentage of passes and tackles, which is great, higher than the other team.

We had lots of shots, and most of them were on target.

We're suggesting our shooting was accurate.

It looks like we probably just came up against a really good goalkeeper and those eight shots on target we saved.

Oh, we could add that we perform better than the other team in every performance measure, and they must have just gotten lucky.

And sometimes in sport that happens.

The result doesn't actually reflect the performance that happened on the pitch.

Well done if your answer included some of those for each of the three sections.

Shall we move on now to the last of our sections here? And this one's called Evaluate the effectiveness of feedback.

Let's begin.

Laura begins by asking you to take a look at the question below, which is evaluate the use of knowledge of results to improve the performance of an elite tennis player.

And she notes that the command word is evaluate.

What does this mean? What do you think it means? Have you come across that before? It's a common way of starting an exam question.

So evaluate means that you need to consider several options, ideas, or arguments, and then come to a judgement about their importance, or their success, or their worth.

Let's just check you understood that.

So the command word evaluate means A, provide a brief account of relevant information.

B, state the precise meaning of an idea or concept, or C, consider several options, ideas or arguments, and come to a judgement about their importance, success, or worth.

Which one was it? And so hopefully you'll recall that it was C.

Now to evaluate the knowledge of results to improve the performance of an elite tennis player, that's the question we are considering right now.

We need to go through some different stages.

First of all, we need to show what we know.

And that would include, in this case, a brief description of knowledge of results, because that's the topic of the question.

Then we would apply what type of results will an elite tennis player receive? So we've shown already what we know about knowledge of results, and now we're applying it to the situation, which is of that of an elite tennis player.

And then this is where all the detail comes in.

You'll then say why, so know, apply, say why.

And that means to make a judgement on knowledge of results.

That's where the real meat of the evaluation comes in.

That will include positives and negatives, and whether there's an alternative way.

I'm gonna model an answer for you now, and then you are gonna have a go yourself.

So we're gonna do the know section first, 'cause that's the order.

And Alex reminds us you need to make a brief description of knowledge of results.

And so that might just say something like, knowledge of results means feedback, which relates to the outcome of a performance, such as a final score or time.

You've shown what you know.

The application, Andeep rightly reminds us, that we need to apply knowledge of results to the elite tennis player.

So that's the scenario we're in.

So in the case of elite tennis players, knowledge of results will take the form of whether they won points, or games, or sets, or matches, or maybe even the entire tournament.

And now comes the meaty bit.

Say why.

Okay, Jacob, what do we need to do? Well, he says that this is where you talk about positive, negatives, and alternatives, and make judgments.

Okay, so how would we approach the say why part for this answer? Well, let's start with some positives.

So knowledge of results is useful for an elite tennis player to judge how well they're performing in comparison to others.

Okay, they might want to know the results compared to other people, how many tournaments they've won compared to others, how many matches they've won against certain players, and so on.

And if you remember, they may have set a goal based around winning a certain number of matches or tournaments.

Our knowledge of results will be the feedback they need to assess their progress.

Let's say they said, "I want to win Wimbledon this year." Well, then they need knowledge of results to tell them whether they did win Wimbledon.

What are the negatives? So knowledge of results doesn't give us the whole picture.

The tennis player might have narrowly lost to a top seed player, but played really well.

The result is still that they lost.

That's what we know from knowledge of results.

This type of feedback doesn't offer a lot of help to make improvements to performance.

So we've given a balance, haven't we, between some of the positive impacts of knowledge of results on the elite tennis player, some of the negative.

What else did we need to do? We needed to say if there's an alternative.

And we know that the opposite of knowledge of results is knowledge of performance.

So we might say then that this is a different type of feedback that the elite tennis player can use as well, perhaps as knowledge of results or instead of knowledge of results.

This tells them how well they performed despite the result, and will be more effective for helping them improve how well they play in the future.

So being elite, the player can provide their own knowledge of performance, or it could come externally, e.

g.

, from their coach.

That was me modelling how we would approach and evaluate answer.

You're gonna have a go yourself in a moment, but first quick check for understanding.

Which of these is the correct process to take when evaluating? What did I just do? Is it A, know apply, say why? Is it B, know, say why, apply, or is it C, apply, know, say why? Which do you think? Okay, well, don't know if you spotted that was A, know, apply, say why? And you are going to need to remember that as we have a question for you to finish this lesson.

So I would like you to evaluate, of course, the effectiveness of intrinsic feedback for a beginner basketball player.

And again, go through that process of know, apply, say why.

Pause video here and make your evaluation, and I'll come back with some pointers once you've done so.

Okay, so in response to that answer, so what do you know? Well, the topic was intrinsic feedback.

So you need to describe intrinsic feedback, and show that you know what it means.

So you might have said something like intrinsic feedback is when someone gives themselves feedback.

The information comes from a person's senses, and the knowledge of person has of the movement of their body and their limbs.

And this is called kinesthesis.

That would've been a good way of demonstrating your knowledge.

Then you need to apply it to the situation, and that was a beginner basketball player.

So you might have said they would use intrinsic feedback to tell themselves whether they're performing the skills well, or try to help correct themselves.

And finally then you're gonna say why.

So what are the advantages of a beginner basketball player using intrinsic feedback? Well, it could allow them to practise alone.

Okay, if you're practising alone, you can't get any extrinsic feedback, can you? However, you also needed to say disadvantages.

And the disadvantages that the beginner has not developed enough understanding of how skills should feel.

This means they won't be able to correct the mistakes that they're making.

And that's probably a really important point to make.

Other disadvantages are that using intrinsic feedback alone will not help to motivate the beginner.

They may become frustrated at not knowing how to perform the skill, and it might lead to them giving up altogether.

So they need somebody there to give them extrinsic feedback to keep them motivated.

And don't forget, we need to say if there's an alternative.

So we might say then that at the beginner stage, we should be providing them with lots of extrinsic feedback from someone who's experienced to help them be motivated to help correct the things that they need to correct.

Extrinsic feedback can be a motivating factor, especially at this stage of learning.

Extrinsic feedback will help to correct mistakes, and learn skills much better than relying on intrinsic feedback.

And as the beginning becomes more experienced and has a greater understanding of how skills should look and feel, then they can rely more on intrinsic feedback, but not right now at the beginner stage.

Hopefully by using the know, apply, say why method, you've managed to fulfil everything that a good evaluation should.

Well done if that's the case.

Here's the summary for today's lesson.

Read along with me.

Feedback is an important feature of skill learning, and there are several types.

We looked at six different types today, didn't we? Feedback from external sources called extrinsic feedback.

Feedback from inside yourself called intrinsic feedback.

Feedback can be positive, highlighting things which are done well, or negative, highlighting the errors in movements.

Knowledge of results is feedback about the outcome.

Knowledge of performance is feedback about how well you performed, and beginner and elite athletes differ in how much and how well each type of feedback will help them.

Thanks for joining me for today's lesson.

I really enjoyed that and I hope you did too.

And I hope you learned a lot about the different types of feedback.

This could be something that you could apply.

For those of you who are involved in perhaps some sports coaching or leading youngsters, you can really begin to analyse the types of feedback that you are using, and how much or how little you should be using of each.

Really useful information.

I'll see you next time.

Bye-bye.