Types of feedback
Mental preparation techniques used to optimize performance in physical activities and sports, including imagery, mental rehearsal, selective attention, and positive thinking.
Topic Overview
In Physical Education (OCR GCSE), understanding the types of feedback is essential for improving performance and learning new skills. Feedback is information given to a performer about their performance, which can be used to correct errors, reinforce successful actions, and motivate further practice. It plays a crucial role in the skill acquisition cycle, linking performance to future improvements. The OCR specification requires students to distinguish between different types of feedback, including intrinsic vs. extrinsic, positive vs. negative, knowledge of results vs. knowledge of performance, and concurrent vs. terminal feedback.
Feedback is not just about telling someone what they did wrong; it's about providing specific, actionable information that helps the performer adjust their technique or strategy. For example, a coach might say 'Your follow-through was too low' (knowledge of performance) rather than just 'You missed the shot' (knowledge of results). The type of feedback given depends on the stage of learning, the nature of the skill, and the individual's needs. Beginners often benefit from extrinsic, positive feedback to build confidence, while advanced performers may need more detailed, negative feedback to refine their technique.
This topic is directly assessed in the 'Socio-cultural influences and sports psychology' section of the OCR GCSE PE exam. Students are expected to apply their knowledge to practical scenarios, such as suggesting appropriate feedback for a gymnast learning a new routine or a team during a match. Mastering this topic helps students understand how feedback can accelerate learning, enhance motivation, and improve overall performance in physical activities.
Key Concepts
Core ideas you must understand for this topic
- →Intrinsic feedback: Information received from the performer's own senses (e.g., feeling the correct movement, seeing the ball go in). It is internal and often used by experienced performers.
- →Extrinsic feedback: Information from an external source (e.g., coach, video replay, applause). It is essential for beginners who cannot yet interpret intrinsic feedback.
- →Positive feedback: Praise or confirmation of correct performance (e.g., 'Great follow-through!'). It reinforces learning and boosts motivation.
- →Negative feedback: Information about errors or areas for improvement (e.g., 'Your elbow was bent'). It is corrective but can demotivate if overused.
- →Knowledge of results (KR): Feedback about the outcome of a performance (e.g., 'You scored 8/10'). It is useful for goal setting but lacks detail on technique.
- →Knowledge of performance (KP): Feedback about the quality of the movement (e.g., 'Your arm swing was too wide'). It helps correct technique and is vital for skill refinement.
- →Concurrent feedback: Given during the performance (e.g., a coach shouting 'Keep your head down!'). It is immediate but can cause information overload.
- →Terminal feedback: Given after the performance (e.g., a coach reviewing a video after a race). It allows for reflection but is less immediate.
What You Need to Demonstrate
Key skills and knowledge for this topic
- Definition and application of imagery
- Definition and application of mental rehearsal
- Definition and application of selective attention
- Definition and application of positive thinking
- Ability to apply practical examples of these techniques to specific sports or physical activities
Marking Points
Key points examiners look for in your answers
- Definition and application of imagery
- Definition and application of mental rehearsal
- Definition and application of selective attention
- Definition and application of positive thinking
- Ability to apply practical examples of these techniques to specific sports or physical activities
Examiner Tips
Expert advice for maximising your marks
- 💡Ensure you can provide specific, real-world examples for each mental preparation technique.
- 💡Be prepared to explain how these techniques help a performer optimize their performance.
- 💡Link mental preparation techniques to the broader context of sports psychology theories.
- 💡When answering exam questions, always link the type of feedback to the stage of learning (cognitive, associative, autonomous). For example, beginners need extrinsic, positive feedback with knowledge of performance, while autonomous performers benefit more from intrinsic feedback.
- 💡Use specific examples from sport to illustrate your points. For instance, explain how a tennis coach might use concurrent feedback ('Bend your knees!') during a practice rally, but terminal feedback after the match to discuss overall strategy.
- 💡Remember that feedback can be both positive and negative, and it can be given concurrently or terminally. Be prepared to discuss the advantages and disadvantages of each type in different contexts, such as open vs. closed skills or individual vs. team sports.
Common Mistakes
Pitfalls to avoid in your exam answers
- Misconception: Negative feedback is always bad and should be avoided. Correction: Negative feedback is essential for correcting errors, especially for advanced performers. It should be delivered constructively and balanced with positive feedback to maintain motivation.
- Misconception: Extrinsic feedback is always better than intrinsic feedback. Correction: Intrinsic feedback is crucial for developing self-awareness and independence. Over-reliance on extrinsic feedback can hinder a performer's ability to self-correct during competition.
- Misconception: Knowledge of results is the same as knowledge of performance. Correction: KR focuses on the outcome (e.g., winning a race), while KP focuses on the movement (e.g., stride length). Both are important but serve different purposes.
Frequently Asked Questions
Common questions students ask about this topic
Before You Start
Prior knowledge that will help with this topic
- •Stages of learning (cognitive, associative, autonomous) – understanding these helps explain why different feedback types are appropriate at different stages.
- •Types of skill (open, closed, gross, fine) – the nature of the skill influences the type of feedback that is most effective.
- •Motivation and arousal – feedback affects motivation, so understanding these concepts helps explain the impact of feedback on performance.
Likely Command Words
How questions on this topic are typically asked
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