Use of guidance and feedback: Positive and negative.

The idea

Feedback is information a performer receives about a movement or its outcome, and in this section it is classified by its effect on the learner. Positive feedback confirms that a response was successful or on the right track, so it strengthens the correct movement pattern and supports motivation. Negative feedback identifies that a response fell short of the required standard and directs attention to what must change. Negative does not mean harsh or discouraging: a coach saying the elbow dropped during a basketball free throw is giving negative feedback because it signals error, not because the tone is unkind. Both types work best when they are specific, accurate and given soon after the attempt, and they are usually combined with guidance so the performer knows how to correct the fault.

What earns the marks

• Positive feedback confirms success or correctness of a response and reinforces the movement pattern.
• Negative feedback signals that performance fell below the required standard and identifies error to be corrected.
• Negative feedback refers to the information content, not to a harsh or discouraging manner.
• Feedback is normally paired with guidance so the performer knows how to act on the information.

Common mistakes and how to put them right

• Believing negative feedback means criticism delivered unkindly.

  Put it right: It means information that performance was incorrect or below standard, and it can be delivered calmly and constructively.

• Assuming positive feedback always improves learning.

  Put it right: Praise that is vague or unrelated to the movement gives little information, so it should identify what was done well.

• Thinking feedback and guidance are the same thing.

  Put it right: Feedback is information about performance, while guidance is the means of directing the performer towards the correct response.

• Treating the two types as a personal judgement of the performer.

  Put it right: They describe the accuracy of the response, not the worth of the individual.

Exam tips

• Anchor each definition to a concrete sporting example so the distinction is unambiguous.
• When a question asks you to classify feedback, state what information the performer receives before naming the type.
• Link feedback to the guidance that follows it, because the specification treats them as a pair.
• Use precise wording such as below the required standard rather than simply bad.