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Effective feedback in the classroom
Role of feedback in teaching and learning
Role of feedback in teaching and learning
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According to Coker (2015), “feedback is considered essential for motor skill acquisition as it assists in guiding the learner in modifying subsequent movement attempts” (p. 31). I believe this is partially in line with Knowledge of Performance (KP) because KP is about the nature of the movement pattern itself and it does not necessarily tell about success in terms of goal achievement (Schmidt & Lee, 2014).
Feedback also “can reinforce a behavior, provide information about the correctness of a performance attempt, explain why an error occurred, prescribe how to fix an error, and motivate the athlete to continue working toward their goals” because feedback “shapes a learner’s efforts to achieve a task goal” (Coker, 2015, p. 31). This is
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I believe it is important to differentiate these concepts, plus examine how they are intertwined.
For example, following a golf putt, a coach could tell the athlete that the their arms did not move properly. This is considered knowledge of performance (KP) (Diekfuss & Raisbeck, 2016).
In contrast, if this same coach told the athlete that the golf ball stopped three inches from the hole (a measured result), this would be considered knowledge of results (KR) (Diekfuss & Raisbeck, 2016). The inherent feedback would exist as well because the golfer would be able to see that the shot was a
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Regardless of the miss being 3 inches or not (as measured by the coach), the golfer missed. But, what if the goal had been to improve an inch versus sink the putt? The golfer could be satisfied with the success of the moment What if the coach was more concerned about the golfer developing the feel of how to move both arms in synchronization versus sink the hole? There are many dimensions to learning and perhaps the learner’s goals are at the heart of it all from learning to performance to the motivation to continue. And, what if an athlete needed to focus with an internal attention (associated with controlled and conscious attention) in order to learn the proper feel of the correct process before moving on to an external focus attention typically associated with automatic processes and skill mastery? I ask the question so that we don't become unbalanced in our thinking. Research reports that the majority of coaches use the internal focus of attention; therefore, there must be a valid reason for doing so and perhaps it is related to the feeling needed to conduct the process correctly first followed by advancing to the external. That would make KP an important aspect for beginner (at least until skill mastery) and not so much for one who is advanced, in my
Though both of these things talk about the same basic idea, there are many differences s...
The process of retaining (learning) a skill happens through an intricate process. This process has a main objective and that is to show a relatively permanent change as a result of set practice sessions and past experience. Once the skill is adequately practiced based on some set of criterion, the subject will be asked to take a break from the performance of the skill for a time period called the retention interval. The subject is tested on what he/she has retained after this time period. If a motor memory is created and developed during the acquisition of the skill, then the skill will be able to be accessed and retrieved from the bank of motor memory. Given that the skill is performed at the same level of efficiency as it was at the end of training, the skill is said to have been retained.
To be a successful teacher not only in physical education but in all classroom settings you must be able to fully stimulate your students to think critically about the problem at hand. In sports thinking critically and making split second decisions can be the difference between winning and losing; through repetition students will be able to better identify which situations call for which moves. This ability to identify one's current situation in a given activity and react appropriately is referred to as tactical awareness; this is the basis for the tactical games model. Through implementing the tactical games model in your classroom your students will better understand not only the games being played but the tactics that are universal to all sports.
In conclusion I feel that using effective assessment methods throughout any course allows tutors to give feedback at the right time to allow the correct progress for the learners to achieve. I have experienced feedback many times as coach and more recently as a teacher and feel it has only helped me to improve and to keep wanting to improve so I can inspire others to achieve.
...s for it, when they reach this target a couple of times it acts as
Why do we do what we do? This is one question that summarizes the motive for psychology. The answer to this question is the reason why I declared psychology as my major. Current psychologists and those dating back to the year 1879, strove to achieve the answer to this reoccurring question. “The Father of Psychology”, Wilhelm Wundt, and those psychologists of-age, have been strenuously consulting and researching to truly understand the mind and its effect on human behavior. Over the last 127 years, an accumulation of various answers to that specific question have been made. In this paper, the main focus will be the working memory in athletics; how the conscious movements become unconscious and almost instinct-like, and how coaches can teach their athletes better, using explicit and implicit technique.
It tells us that people learn by observing others and a number of the extrinsic factors affecting their behaviour. These factors include social interactions and influences. Therefore, this implies that the environment an athlete is in can affect their thoughts and feelings towards their chosen sport (Bandura, 2002). For example, many athletes may act have a certain attitude towards their sport because their team-mates do. There are three main concepts to this theory. The personal aspect which displays if the athlete has high or low self-efficacy. The behavioural factor which is the response the player receives after a match or training and how they act upon that (Badura, 1989). For example, if the player receives praise from their coach or supporters after a match, it may motivate to continue to do what they are doing and keep performing to a high standard. The environmental factor can also influence a player's ability to successfully complete a behaviour. For example, the atmosphere when playing a match can either have a positive or negative effect on how the player
This custom very often leaves little time to actually play the game – during which the application of technical lessons becomes a vehicle through which young athletes will most optimally learn. Effective coaching feedback helps athletes learn how to correct errors quickly. After an athlete performs a skill or trial, they may ask, "how did I do?" or "how close to my mark was I?” providing essential information to athletes at just the right time can accelerate their progress. Through the use of external and internal feedback the athlete can optimise his performance to greater lengths depending on the feedback. External is info provided by an external (outside source) for example information given by a coach. To maximum external feedback given it needs to be immediate, precise and accurate. Internal feedback is information coming back to the central nervous system from all sensory areas. Internal feedback is used for self-improvement to evaluate on errors created by the athlete. This can be seen in the autonomous stage where the athlete can identify his or her error which input form an external source. Three primary reasons for providing meaningful information to athletes and teams after a performance are to motivate the athlete, reinforce good performances, and speed up improvement in the
A lot of times, sports seem like a contest of physical skill― a test to see who is the fastest or strongest, who has the best eye or the most endurance, who can jump the highest or can handle the ball the best. What a lot of people don’t know is that there is so much more to a sport than just the muscle and coordination. In order to excel in a sport, an athlete requires a lot of self-discipline, concentration, and self-confidence. It’s the mental factor that makes a difference. Former Olympic gold medal-winning decathlon runner Bruce Jenner once said, “You have to train your mind like you train your body” (Gregoire 1). Success or failure depends on the mental factors just as much as the physical ones. The training of the mind of an athlete is called sports psychology. The use of sports psychology has a huge impact upon an athlete’s performance. The mental skills of a sport are just as important as the physical skills. All professional athletes use sports psychology. “If they aren’t currently using it, it’s almost guaranteed they’ve used it in the past, even if they are unaware they have” (Davis, Stephens, The Exploratorium 129). It’s hard to find an experienced athlete who hasn’t used sports psychology, because without it, they probably wouldn’t be where they are. The use of sports psychology is a crucial step to becoming a successful athlete.
Park, J. H., Wilde, H., & Shea, C. H. (2004). Part-whole practice of movement sequences. Journal of motor behavior, 36(1), 51-61.
Cooperative learning and feedback are also key strategies within this instructional unit. Students will use rubrics, a form of feedback, to observe each other’s performance. Students will then discuss the rubric with the peer observed in order to praise correct techniques demonstrated. Likewise, the use of this peer observation will allow students to have an insight the techniques they are displaying that are improper and offer advice on how to correct these errors.
Expertise. In R. Eklund & G. Tenenbaum (Eds.), Handbook of Sport Psychology, (pp. 184-202; 3rd edition). Hoboken, NJ: Wiley.
Feedback is a type of communication that we give or get. Sometimes, feedback is called "criticism," but this seriously limits its meaning.
In verbal communication, feedback is important because it gives a better understanding of the message that was being encoded. In other words, if a professor asks you a question during the lecture and you respond with, “I don’t know,” or you do not respond at all, then the professor can only assume that you were not paying attention during class, or you do not understand the question—giving feedback, that maybe the professor needs to repeat the question, or phrase it in a way that you do understand. The issue occurred because the message was not conveyed properly, or you did not decode the message
Educational sport psychology focuses on improving elite athletic performance through psychological skills training. Improving cognitive behavior and development by increasing cognitive awareness and addressing and correcting negative cognitive behaviors through and assortment of training methods, psychological skills training (PST) is best defined. The compass of psychology skills training includes the development of five basic psychological skills: arousal recognition, goal setting, imagery, attention control and self-talk. Sport psychologists have determined th...