The Role of Feedback in the Learning of Skills

Receiving feedback gives us an opportunity to change and modify our behaviour, in order to become more effective at skills.

Feedback should be restricted to two or three points, once more than two or three points are given it will not be interpreted by the learner. The learner will lose interest and switch off, rendering all future feedback to be of no use. How-ever if two or three points are given frequently it will be received, understood and applied by the learner.

It is always my aim to ensure that feedback is timely and given in a constructive and sensitive manner; and my approach can sometimes be influenced by what I have learned during initial assessment; and as I develop relationships with the learner. I have recently made efforts to encourage my learners to reflect and to self-assess their performance. I feel that this helps to pave the way for me to feedback to the individual and to reduce the risk of de-motivating them.

Askew, S. and Lodge, C. (2000) Gifts, ping-pong and loops - linking feedback and learning. In: Askew, S. (ed.) Feedback for Learning. London: RoutledgeFalmer, pp.1-18

Giving constructive feedback is crucial; without it learners cannot learn (Rogers, 2004). When used to emphasise progress rather than failure, it motivates learners, building confidence and enabling them to recognise mistakes as part of a process that brings them closer to their learning goals. It can help both teacher and student to identify further learning opportunities or action to be taken.

This strategy will assist with promoting and interpreting feedback among the students. I hope it will extend the learning. The Visible purposeful empowering learns together facilitate learning together in small groups. Students are accustomed to receiving feedback from adults but not peers. I want the students to learn to critique to better themselves and their peers. Students should think of themselves as a source of knowledge to others. (Krechevsky, p.121). They need to offer, accept feedback.

5. Attention- It is imperative that the individuals are engaged in their practice, in a way that is enjoyable. A new beginner is required to focus his or her attention on the overall mechanism of mechanics during movement. The technical components of movement are very important for the client to grasp as well. Depending on how much practice is conquered the client may not even need their cognitive ability to perform the task. The skill becomes unconsciously controlled, and it begins to feel natural for the

During practice there were several behaviors analyzed that served to find if the coach was using the correct strategies to improve the performance of the players. First, the coach began practice by informing the team that someone will be taking video of their practice to analyze areas of improvement. Additionally, he required every player to record themselves practice at home and email those recordings to him, so that each player could be evaluated individually. Later, he gave the team general technical instructions on what the session for the day would consist of and soon every player began to take their assigned positions for practice. During practice, the most frequent behaviors consisted of specific positive reinforcement (41%), general technical instructions (22%), and general positive reinforcement (22%). Regarding specific positive reinforcement, the coach would mention the name of the player and the area that he was performing well on. For instance, he would say “Alex, great job on communication!” or “Liam, awesome job on recovering the ball!” This way the players had a clear idea of the areas that they were doing well on rather than just hearing “good job!” I also observed that when the players would receive appraisal their energy increased and as a result they became more engaged in practice. The players who did not receive as much appraisal seemed frustrated and confused throughout practice and as such their performance suddenly decreased. Although, general positive reinforcement

Research on how people learn – regular and meaningful formative feedback is crucial to learning.

Skills training treatments use a variety of behavioral therapy techniques to address any of the four types of skill deficits. Techniques used to engage in skills training include modeling, prompting, shaping, reinforcement, role-playing, behavioral rehearsal, direct instruction, and corrective feedback. Modeling involves demonstrating for a client how to perform a skill. Prompting involves providing clients cues, ideally specific and salient cues given just before the client should perform the skill, that indicate when and where to perform a skill. Prompts can be verbal, physical, behavioral, or environmental. Shaping requires reinforcing parts of a behavior that are performed, and each successive approximation toward the complete target skill is rewarded until the complete skill is being performed. Reinforcement is the application or removal of a consequence that will increase the chances that a behavior will be performed again, and it

These stages allow the learner to quickly progress through the first three of the four levels of learning. It is essential during the first 3 stages of skills training that the procedure is carried out on each occasion in as close as possible to a uniform manner, without any bad practice in the demonstration of the skill, the explanation by the trainer or the description by the trainee. Similarly, in the fourth stage when the trainee both explains and carries out the procedure, any significant deviation from the pattern should be immediately corrected so that bad habits are not allowed to develop. In the event that the trainee is

When I think about teaching I think about my coaching philosophy, which has developed from 15 years of experience. A coach has tremendous influence on the physical and psychological development of their athletes – young and old. The primary responsibility of the coach is to enable their athlete to attain levels of performance not otherwise achievable: therefore, coaches need to develop skills to motivate athletes and establish the right conditions for learning. Being an effective coach is more than understanding the technical knowledge of sport, but also knowing how to build trusting kinesthetic relationships.

Coaches should create a variety of opportunities for every participant to improve their skills, receive positive experiences and enhance their development to reach their full potential by accomplishing short, medium and long term goals. Setting SMART goals and providing positive feedback will encourage and support individuals to identify their strengths and weaknesses and be able to recognise when areas need improving. This will then increase motivation, self-confidence and skill development.

Throughout life we have been taught how to act and react to certain situation, through this process we have begun our journey of learning. Through this process, we build our work ethic and achieve the goals one has set for themselves. I will explain what is learning and why it’s important to continuously learn, education is an important key to building a strong foundation for learning, how sports tie into lifelong learning and how coaches can utilize with they have learned in class and apply it to their athlete’s performance

The duty to instruct properly contains instructing athletes concerning moves that are unsafe and unsportsmanlike, are against the rules, and are used to possibly injure an opponent. In coaching, don’t send a player to the mound and tell the player to look at the ball and hit a home run. Coaches must practice with players on techniques and videos to insure the player know what they are to be looking for. To achieve these goals, set up a progressive series of practices. The component of progression includes the ability of the coach to instruct each skill level using a progression that moves from simple to complex. Throughout the planning process, coaches should be studying successful lead-up techniques that can be used for their sport and adjusting them, if need be, to meet the needs of individual athletes.