Adjacent is a Feedback for Motivation Specific Purposes Form that you can use to focus your attention on how feedback can be better utilised within a setting to increase learning
Feedback is considered one of the most important functions of teaching Physical Education (Rink, 2002). The main function of feedback is to give information regarding performance of motor skills in the process of learning. Information can be used by both learner and instructor to assist in corrective actions and detection of errors. i.e. hand position, grip, footwork, etc (Spittle, 2013).
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).
Motivation
stimulus on the ability to direct efforts toward learning a skill.
encourage through tracking of performance on specific motor actions/tasks.
focusing and recalling instructor feedback can be motivating to the learner to assist in achieving individual learning goals.
helpful for performers who are having difficulty with learning.
can highlight aspects that are going well to in order avoid frustration.
development of ideas about how to achieve goals and attitudes regarding performance (Fredenburg, Lee, & Solmon, 2001).
generally adds encouragement with positive phrases.
a positive tone without taking control is necessary, students should feel that the feedback allows them to control the results using their own creativity (Routledge handbook of motor control and motor learning, 2013).
combining task feedback with motivational feedback is best for maximising performance improvements (Fredenburg et al., 2001).
motor skill adaptations are enhanced through motivational feedback, students encouraged to push beyond previous efforts (Walchli, Ruffieux, Bourquin, Keller, & Taube, 2016).
Despite students’ own internal feedback, often it is the external expert with the opinion and knowledge that enables the more compelling impetus for improvement (Chen, 2001). This is our role as HPE teachers.
Reinforcement Despite strong evidence recognising the effectiveness of positive feedback as good practice, a common error amongst physical educators is to give negative feedback.
With good pedagogy and reflection, HPE teachers can modify negative and corrective feedback to become constructive. For instance, “good, now try it this way” is more motivating than “you didn’t do it correctly”. Chen (2001) recommends if you don’t know what feedback to give it is better to stay quiet in order to avoid detrimental effects to performance and consequently affecting motivation.
Caution should be taken by HPE teachers to avoid overloading learners with information on too many factors when giving feedback (Chen, 2001), as the evidence suggests one or two key points is more effective. Ignoring specific mistakes in order to preserve attention on overall movement is reasonable feedback strategy (Chen, 2001).
Dependency Augmented feedback in some cases can lead to dependency. A learner may become reliant on the observer or coaches feedback such that they are unable to perform without it, and unable to use intrinsic feedback (Spittle, 2013).
Instantaneous feedback can prevent opportunities for students to sufficiently process their own sensory feedback.
100% feedback frequency and concurrent augmented feedback are two situations that can lead to dependency.
reliance on external feedback for motivation takes away from student choice in learning.
feedback should be facilitated to assist in maximising students' ability to use intrinsic feedback in motor learning (Ryan & Deci, 2000).