11 Questions
What is the recommended feedback focus for athletes?
External focus
True or false: Feedback can only be task-intrinsic.
False
Feedback can be ______ or task-intrinsic.
augmented
True or false: Too much feedback can create a true view of improvement.
False
Which type of feedback content should coaches use?
Movement analysis
Different types of feedback content, such as movement analysis and guiding rather than prescribing, can be ______.
used
How can coaches give feedback to athletes?
Through bandwidth, summary/average, fading, or self-selected methods
True or false: Coaches should prioritize minor technical components and coach the "what" rather than the "how."
False
Coaches should prioritize major technical components and coach the "how" rather than the ______.
"what."
What is the recommended frequency of feedback?
33% feedback
What should feedback guide athletes towards?
Major technical components
Study Notes
- Feedback can be augmented (knowledge of results and performance) or task-intrinsic.
- The frequency and timing of feedback can affect performance outcomes in practice and retention.
- Too much feedback can create dependence and a false view of improvement.
- Different types of feedback content, such as movement analysis and guiding rather than prescribing, can be used.
- An external focus is superior to an internal focus.
- 33% feedback is superior to 100% feedback for an internal focus.
- 33%/100% feedback are equally effective in an external focus.
- Feedback can be given through bandwidth, summary/average, fading, or self-selected methods.
- Coaches should prioritize major technical components and coach the "how" rather than the "what."
- Feedback should guide athletes towards correct movement skills without creating feedback dependence.
Test your knowledge on the art of giving feedback to athletes with this quiz! Explore the different types of feedback content, the frequency and timing of feedback, and the methods in which it can be given. Learn how to prioritize major technical components and coach the "how" rather than the "what" to guide athletes towards correct movement skills without creating feedback dependence. Keywords: feedback, athletes, performance outcomes, movement analysis, coaching.
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