NA Lesson 2- Feedback

8/14/2019 NA Lesson 2- Feedback

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Coaching ProcessLesson 8: Types of Feedback and Delivering Feedback


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Aims

To revise the coaching process in order to

highlight the need for feedback

Examine what feedback is and the types offeedback

Examine different methods of deliveringfeedback


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The essence of the coaching process is to instigateobservable changes in behaviour

The coaching and teaching of a skill depends heavily uponanalysis to effect an improvement in athletic performance

Informed and accurate measures are necessary foreffective feedback and improvement of performance

In most athletic events, analysis of performance is guided

by a series of qualitative assessments made by the coach

Franks et al, (1983) defined a simple flow chart of thecoaching process. This outlines the coaching process in its

observational, analytical and planning phases

What is the Coaching Process?


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The Coaching Process

(Franks et al, 1983)


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Cotes et al, 1995


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Cotes et al, 1995


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Cotes et al, 1995


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The game is watched and the coach will form aconception of positive and negative aspects of the

performance

Often the results of previous games and oftenperformances in practices are considered before planning

in preparation of the next matchThe next game is played and the process repeats itself

The Coaching Process


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There are however problems associated with the

coaching process, such as it relies heavily upon thesubjective assessment of game action

During a game many occurrences stand out officialsdecisions/ exceptional technical achievements byindividual athletes

Whilst easily remembered they tend to distort thecoaches assessment of the game as a whole

Most of the remembered features of a game arethose that can be associated with highlighted featuresof play/ competition


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Feedback

Feedback is a crucial element of the coaching process

Gilbert (2001) suggested only 7% of sports coaching/science articles in past 32 years have been onfeedback

Solomon (1998) suggests feedback in the coachingcontext is extensive

Feedback is myriad in nature including- various media,differing times, for a variety of reasons, from differentpeople and therefore has varying consequences

Two types of feedback - Augmented and Intrinsic


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Augmented feedback

Augmented: to make bigger/better by adding too....

Often technical, knowledge performance, knowledgeresults, praise, scold, target learning preference

Also encourage, guide, aid exploration, introducestrategic concepts, educate athlete as to where and

what to place attention on

Almost always verbal feedback but could also bekinaesthetic, visual etc


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Verbal Feedback

Coaches need to know athletes as people in

order to tailor feedback

Feedback and perceived ability

Coaches perception

Athletes perception


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Visual feedback

Demo

Video


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Intrinsic FeedbackInformation that is immediately available to theathlete via sensory receptors

Not easy for the coach to identify

Strategies the coach can adopt to encourageIntrinsic feedback:

VideoDesigning Drills

Verbally encourage using cues - ask how

it feels Ask athlete to describe


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Any Questions?


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Delivering feedback


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Delivering feedback

Dont feel it has to be verbal


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Delivering feedback


Plan feedback


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Delivering feedback


Plan feedback

Aids- video, performance profiles, evaluation andphysical


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Delivering feedback


Plan feedback


Denison (2007): Verbalisation needs to be related tothe physical experience of the game in order to

connect the sequence events


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Delivering feedback


Plan feedback


Denison (2007): Verbalisation needs to be related tothe physical experience of the game in order to

connect the sequence events

Lack of attention to non-verbal feedback such asbody language, facial expressions and gestures can

cause misinterpretation (Allen & Howe, 1998)


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Considerations for

delivering feedbackAccording to Markland & Martinek (1988):

AmountTime (duration)

Type

Timing (when)

Cross & Lyle (2003) recommend the coach asks fourquestions before giving feedback:


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1. Are the majority of feedback statements I make to myathletes value statements? That is, do i say things such

as well done, good shot, thats great rather thanany other type of statement?

2.When I give corrective feedback, such as you failed tokeep you wrist cocked or your feet were in the wrong

place is it phrased negatively, as in these examples orpositively?

3.When coaching more than one athlete at a time, do i

usually give feedback to the individual so that otherscan hear what I'm saying?

4.Do I usually give feedback to my athletes while they

are actually working/practising?


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RecommendationsCox, 1991 gives 4 recommendations for the delivery of

feedback:

Give praise (value-laden feedback) only whenathletes clearly understand the reason for it

Phrase corrective feedback positively, such as tryto do this rather than dont do that

Impart criticism privately so that athletes do not

suffer the added embarrassment of having theirweaknesses exposed

Give feedback immediately after the performance ,

rather than during or some time after


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Giving Feedback

Beginner coaches are schooled to give positivefeedback to bolster athletes self esteem.

Competent coaches know that praise in certain

instance may communicate low expectations and that,at times, constructive criticism serves as a moreeffective tool.

Craft Knowledge allows more experienced coaches toknow what to say and when, this is developed, oftenthrough trial and error.

Therefore coaches need to do three things...


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Gain Experience

Use reflective coaching

Experiment

More experienced coaches strive to givefeedback that is challenging, specific and

positive

Jones, 2006; Berliner, 1994


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Any Questions?


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Feedback is an integral part of the coachingprocess

Feedback can be delivered in a variety ofways

We should be cautious of feedback beingsubjective and consider how we can make it

objective

We should also consider the athletes learningstyles

In Conclusion


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Franks, I.M., Goodman, D., & Miller, G. (1983). Analysis of performance: Qualitative orQuantitative. SPORTS, March.

Franks, I.M. (1993) The effect of experience on detection and location of performancedifferences in a gymnastics technique. Research Quarterly for Exercise and Sport. 64,2 227-231.

Hughes, M., Evans, S. and Wells, J. (2001) Establishing normative profiles inperformance analysis. International Journal of Performance Analysis of Sport. 1, 4 -

27.

Hughes, M.D., Franks, I.M. and Nagelkerke, P. (1989) A video-system for thequantitative motion analysis of athletes in competitive sport. Journal of HumanMovement Studies. 17, 212-227.

Hughes, M & Franks, I.M. (2004) Notation Analysis: Systems for better coaching andperformance in sport. (2nd Ed) Routledge. Printed in UK

Jones....??? 2006 slide 22

McMorris, T & Hale, T. (2007) Coaching Science. Theory into Practice. Wiley. Printed

in UK

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NA Lesson 2- Feedback