na lesson 2- feedback
TRANSCRIPT
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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
Dont feel it has to be verbal
Plan feedback
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Delivering feedback
Dont feel it has to be verbal
Plan feedback
Aids- video, performance profiles, evaluation andphysical
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Delivering feedback
Dont feel it has to be verbal
Plan feedback
Aids- video, performance profiles, evaluation andphysical
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
Dont feel it has to be verbal
Plan feedback
Aids- video, performance profiles, evaluation andphysical
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