There are arioso types of feedback, these include; Intrinsic feedback -information received by an athlete from the senses about how a movement skill is being performed -Intrinsic feedback helps the athlete develop a kinesthesia sense of ‘feel’ for the movement through muscles, joints and balance. Extrinsic feedback -Also known as augmented feedback. This type of feedback comes from outside sources such as coaches, team-mates, crowd and parents. There are two categories in extrinsic feedback: 1 .
Knowledge of Performance (KIP) Information about the technique and performance, focused on the success of the performance. An example of this is the analysis of the throwing technique used in a javelin throw. 2. Knowledge of Results (KERR) Information regarding the result of the performance. An example of this is the distance of the javelin throw. 3. Current feedback Concurrent feedback occurs while the skill is being performed. An example of this is an athlete performing a somersault.
The brain receives information and processes it so that if over or under rotation is occurring in flight, the athlete can make the necessary adjustment so they still land of their feet. 4. Delayed feedback Delayed feedback occurs after the skill has been performed. An example of this is putting in golf. The feedback is not received until after the ball has either gone in or missed the hole. Feedback during competition When considering feedback in competition, the amount and type biofeedback is an important consideration.
Coaches need to provide accurate and timely feedback whilst ensuring athletes are encouraged to develop their own intrinsic feedback. If an athlete relies too much of external feedback and subsequently minimizes their own intrinsic feedback, performance may suffer in game situation where opportunities for external feedback may be limited. 7 diddle nines: 1 . Encourage self-reflection. People are more willing to accept criticism when they have recognized their own strengths and weaknesses. Start by encouraging them to appraise themselves, and then build on their insights. . Emphasis what you see and hear. Make your feedback descriptive rather than evaluative. 3. Concentrate on specific areas of performance. Make feedback specific rather than general. 4. Outline the positive points. By making feedback constructive, you will be helping them to find out what needs to be done rather than just telling them what they are not doing right. Always look for areas of improvement rather than concentrating on what went wrong. 5. Indicate what can be and should be done. Make your feedback practical, so the person can do something about it.
It should include specific ways the person can improve 6. Work on providing the right amount of feedback at the right time. Be aware of an athlete’s emotional needs when considering the time, type and place for feedback. 7. Take time to explain things properly to the person and give opportunities for the athlete to contribute their thoughts. This enables the person to understand what you eave said and ensures misconceptions regarding performance levels can be identified and rectified. Questions 1 . Consider the difference between intrinsic and extrinsic feedback.