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Skill Acquisition 3 – Feedback

Skill Acquisition 3 – Feedback. 2.2 A Ball of a Time!. Feedback. Feedback is information received about performance. It is an essential component of skill acquisition. .

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Skill Acquisition 3 – Feedback

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  1. Skill Acquisition 3 –Feedback 2.2 A Ball of a Time!

  2. Feedback Feedback is information received about performance. It is an essential component of skill acquisition. The quality of feedback received will have a huge impact on the speed at which a person moves through each stage of learning.

  3. There are different types of feedback. Coaches and teachers will use a range of methods to get the best out of their performers. Internal (Kinaesthetic) This is the information you receive from within your own body. It is the way you ‘feel’ how an action went. External (Augmented) This is information gained from an outside source. It can include seeing how your shot went, getting information from a coach. Q. What types of external feedback have you experienced?

  4. Continuous (Concurrent) This is information received during the performance of your skill. It can be either internal (‘feel’) or from an external source eg.coach Terminal (Discrete) This information received after the completion of a skill.

  5. Positive This is information about a successful outcome. If it was successful, it is important to repeat again exactly the same way. Negative This is information about an unsuccessful performance. As it was unsuccessful, you have to change something to bring about an improvement.

  6. Knowledge of results This is information about whether you were successful or correct in the execution of your skill eg. Long jump 5.6metres, hit tennis ball out Knowledge of performance This is information about the technique in your performance eg. More drive from take-off leg, racquet face too open

  7. Task Consider the last training session you participated in and choose a skill/technique that you practised during that time. What stage of learning were you at? Identify and explain the methods of feedback your coach used to help you improve. Critically evaluate the effectiveness of your coach in providing you with relevant, useful feedback. (eg – what worked, what didn’t, why?, if you were to ask for feedback, what would really help you?

  8. Performance Arousal AROUSAL CONTROL • To maximise performance you need to be in optimal state of arousal

  9. AROUSAL CONTROL • Arousal (or activation) is the ‘degree of preparedness, alertness and excitement present in a performer. To achieve at your best you need to be at the ‘optimal arousal’ state, ready to participate, not under- or over-aroused. • Under arousal often shows up as over-relaxation or lack of interest. • Over arousal can be seen as excessive tension and nervousness • The optimum arousal level varies from person to person, and for the same person, from task to task.

  10. SPEED v ACCURACY • If you concentrate on accuracy, speed will suffer. • If you concentrate on speed, accuracy can suffer.

  11. Variability of Practice • Different types of skills require different environments in which they can be learned. • This is also dependent of the stage of learning that a performer is in. • Low variables/novice • High variable/experienced

  12. OTHER Factors Affecting Learning Age Motor performance tends to deteriorate after the age of 30. Some activities also suit people of a certain age. Eg. Swimmers tend to prosper at a younger age than some other sports. Sex Some activities suit males, while others are easier for females to learn. The difference in muscle, body shape, flexibility etc cause the difference Inherited characteristics ie. Genetics Some activities suit certain body types. There are plenty of differences in height, weight, strength, flexibility, vision, endurance, hearing.

  13. Level of ability Some performers have experienced a wider range of experiences and are better suited to learning a new skill. This may include things such as balance, co-ordination • Intelligence / Mental ability Some performers have an advantage because they are better at concentrating, have better memories or have a better tactical appreciation • Previous experience Learning is easier if the performer has had previous experience with a skill that is related to the new skill being learned. Eg. Squash player learning badminton.

  14. Motivation Learning is quicker if the performer is motivated • Environmental conditions These can include things like distractions or equipment as well as the obvious such as weather conditions, temperature • Sociocultural influences Individuals are affected by their social conditions such as those involving competition, co-operation or performing in front of an audience. Cultural influences such as tradition, family background, friends and economic status. London 2012

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