The Functions of Feedback Feedback is considered one of the most important functions of teaching HPE (Rink, 2002). The main function of feedback is to give information regarding performance of motor skills. Information can be used by both learner and instructor to assist in corrective actions and detection of errors (Spittle, 2013) when learning motor skills.
Beyond information, augmented feedback is functional with respect to motivation, reinforcement and dependency during learning and performance of motor skills (Routledge handbook of motor control and motor learning, 2013; Spittle, 2013).
Essentially feedback assists in error correction, highlights good performance, and is motivation for learners to preserve and improve following difficulties or hindrances (Bortoli, Bertollo, Messina, Chiariotti, & Robazza, 2010).
This section will briefly describe augmented feedback with respect to motivation in motor skill learning. For learners to be motivated means to be moved to act (Ryan & Deci, 2000). Motivation to performing motor skill learning is derived from intrinsic and extrinsic factors. Intrinsic motivation drives action because it is enjoyable, entertaining and interesting. Extrinsic motivation is action for the sake of achieving a result or specific outcome (Routledge handbook of motor control and motor learning, 2013; Ryan & Deci, 2000; Spittle, 2013).
As HPE teachers we want to foster learning environments where learning and performing motor skills is learnt to the highest quality. In working toward this goal as teachers we need to structure our lessons so that the feedback we give helps to develop engagement in playfulness and enjoyment; intrinsic motivation. Conversely, we want to be cautious that extraneous pressures or reward based systems don’t plague our students and discourage motor learning.