Feedback:
- comparison between actual outcome and desired outcome
- information about performance or understanding
- information about what people are doing wrong, as well as how close they are to desired results
- communicate event
Purpose of feedback:
- reduce the frequency of making wrong movements and increase the frequency of making correct movements
- intended to improve and accelerate learning
- learn faster, more efficiently
Feedback provides a strong indicator of what teachers and learners regard as _____.
important
Feedback always refers to information _____ an attempt.
after
Facilitators of feedback:
- addresses both strengths and mistakes
- should be task-related as opposed to personal
- should be delivered in a timely, specific, and individualized manner
- suggested to be provided when performance falls outside of a bandwidth
Barriers of feedback:
- vagueness in content
- too much feedback (or too little)
- too focused on negative
- language may be unfamiliar
- unrelated to some members of the group (team consideration)
3 Receiver considerations:
- reception
- retention
- engagement
Reception:
the degree to which students trust the sender, understand the message, and view it as relevant to their own experience
Retention:
considers the willingness and ability of the learner to remember feedback and perceive an attempt to apply changes to their practice as worthwhile
Engagement:
- learner interaction with feedback
- more than interest
- characterized by an investment of effort and energy in the activity
Retention seems to be most greatly affected by ….
the athlete’s degree of acceptance and the level of sport
Feedback must be seen as an opportunity for _____.
learning
Feedback in sport is intended to develop the maximum _____ ____ of athletes.
athletic potential
Feedback in hockey:
feedback perceptions have the ability to influence the motivational climate of the team
Sport recommendations:
- include clear and attainable objects
- understand that athletes will respond better to a coach who understands and is empathetic toward them
- avoid ignoring the mistakes of athletes when possible
- be creative with giving feedback; think about using some type of imagery or metaphor to capture attention
3 parts of self-regulation:
- active monitoring and regulation of a number of different learning processes
- process where goal-directedness drives behaviour free of outside influence
- ability to develop knowledge, skills, and attitudes which can be transferred from one learning context to another
5 components of help seeking:
- student-initiated feedback
- student opportunity to exercise agency
- proactive rather than reactive
- adaptive vs. expedient help seeking
- learned helplessness
