Lesson video

Hello, and welcome to this lesson on types of feedback to optimize performance.

I think you've made a great choice to join me today.

My name is Mr. Broomes, and I'm going to be taking you through this lesson which appears as part of the unit on Sports Psychology, Goal Setting, Guidance and Feedback.

Let's begin.

Okay, so by the end of today's lesson you should be able to identify and use different types of feedback to optimize or to improve somebody's performance.

And here are the key words for today.

We're looking at feedback, of course.

We've already gathered that.

And now we have four different types of feedback, which we'll cover in today's lesson and the definitions of those.

Today's lesson's going to be divided into three sections.

As you can see, the first two sections, we'll have a look at two different types of feedback.

And the final section today will look at how we can analyze how effective feedback has been and whether it actually has achieved the goal of improving or optimizing somebody's performance.

Starting here, we have describe intrinsic and extrinsic feedback.

Now, feedback is something which we are either giving or receiving all the time these days about some sort of performance, not just in sport.

Here's some examples of everyday life where feedback might be given.

You might have bought something online and the company did a great job and so you leave them a review online or perhaps you didn't do a great job and you leave them a poor review.

I imagine that in school, in your lessons, you are getting feedback all the time from your teachers.

This is an example like your English teacher makes notes on an essay and gives it to you back.

And that's some type of feedback that you can read and see what your English teacher thought about your writing.

How about you watched somebody do a performance, like a dance performance, and afterwards you tell them how much you enjoyed it or why you enjoyed it.

You're giving them feedback on their performance, something that we are giving and receiving all the time.

Now, feedback about a performance can come from yourself.

It's quite possible that you give yourself your own feedback.

And in sport and in physical activity, we are giving ourselves feedback all the time about whether the skill that we're performing feels correct.

And we do that by using our senses.

Now, this is called intrinsic feedback.

Let's give you an example.

I'm sure you've all been in this situation before.

Imagine yourself walking along a narrow balance beam.

Nobody else is there, just you walking along that balance beam.

Now you will know 'cause you'll feel when you maybe having a wobble, maybe when you're going to fall and you'll try to correct yourself.

We've all been here, haven't we? Sometimes we call this proprioception, the body's ability to feel where it is in space and correct itself.

Now, this is a great example of intrinsic feedback because you gave yourself the feedback and perhaps corrected yourself or maybe you fell, but at least you gave yourself the feedback.

So, intrinsic feedback, and I've deliberately put the in in a different color there to highlight the fact that this word, intrinsic, has the prefix in.

So the first two letters of the word are in.

And there are lots of words that begin with in, and I'm going to give you some examples now.

Inject, internal, inhale.

I wonder if you can spot the commonality between those three words.

Well done if you said that they all mean that something is going inside or is already inside.

And I'd like you to use this idea of remembering those words.

Inject, internal, inhale.

They all have that prefix in 'cause it means something is in or going inside.

And that's the same with intrinsic feedback, isn't it? That feedback comes from inside you.

So a quick check for understanding, is this statement true or false? Getting feedback from your coach is an example of intrinsic feedback.

True or false? Well done if you noticed that that was a false statement.

And why is that? Well, we know that intrinsic feedback only comes from inside you.

And so if you are getting it from a coach, that doesn't count as intrinsic feedback.

That's something else, and we'll find out more about that shortly.

So feedback about a performance often comes from other people.

We said about an English teacher earlier, didn't we? Giving you feedback about one of your essays.

That's feedback from somebody else, isn't it? Our question just then in the check for understanding asked you about a coach giving you feedback.

So feedback from coaches, parents, spectators, peers, possibly even the official, the referee, the umpire, they're all feedback from outside of you, aren't they? From other people.

And this is called extrinsic feedback.

Here's a great example of extrinsic feedback.

Here we have a coach giving the performer some tips perhaps on how well they've played, some feedback on their performance.

The coach might be telling the player what they're doing well or what they need to improve.

And it also, because it's coming from somebody else, can be a great source of motivation, a great way to motivate people.

So let's have a look at this word extrinsic in more detail.

Again, we have the prefix there.

The two first two letters, X, EX.

Are the words that begin with EX include export, external, exhale.

And all of those mean that something is outside or is going outside.

And that is one way that we might use to remember that extrinsic feedback comes from outside of you, that prefix, ex, means from outside.

It's the opposite, isn't it, of that prefix, in, that we saw with intrinsic? Let's check your understanding of this so far then.

Which of these could be the result of effective extrinsic feedback? Somebody's receiving good extrinsic feedback, which of these might be the result? Is it, a, that the athlete might be more motivated? Is it, b, that the athlete can feel how well they are doing? Is it, c, that the athlete will understand what they need to do better? Or is it, d, the athlete understands what they are doing well? Read them carefully and make your choice.

Okay, I wonder how many of you spotted that, actually, three of those answers are correct.

Extrinsic feedback can help athletes to become more motivated.

They can help athletes understand what they need to do better and they can understand what they're doing well based on the feedback from somebody else.

However, we didn't tick b because that's an incorrect answer because that's related to how the athlete feels, and feelings come from within the athlete, and therefore that would've been intrinsic feedback.

Well done if you managed to spot that three of those answers were correct.

Okay, we're gonna make a little comparison here between inexperienced performers and experienced performers.

And I've chosen the sport of skiing to highlight this.

So on the left there, we have inexperienced, some youngsters there in a ski school, they're learning the basics of skiing there, aren't they? And on the right, we have somebody who's clearly very, very good at skiing, really under control, a high performer.

So, with inexperienced performers, they have not yet developed a feel for the skills.

It's still very new, so they don't necessarily know how the skill should feel.

That means that if they're going to improve and optimize their performance, they're going to need lots of extrinsic feedback to help them understand.

They're going to need somebody to help them understand, to tell them what maybe they're not doing so well because we can't rely on them to just feel whether they're doing it correctly.

And often, when somebody's just beginning something and they might be making lots of mistakes and not feeling that they're really ever going to get the skill correct, they may well need lots of encouragement from other people at that very early stage of learning.

Let's compare that to our experienced performer on the right.

Very different.

They've been so experienced, they've been skiing for so long that they've developed a really good feel for the skills.

They know whether they're performing it right based on all that experience.

They're able to give themselves really accurate intrinsic feedback.

So they don't necessarily need somebody to tell them the whether they're doing it correct because they can feel whether they're doing it correct.

Now that doesn't mean that they wouldn't benefit from some extrinsic feedback.

They still will enjoy extrinsic feedback from a coach and they may need some fine points that they didn't realize without somebody else helping them, but they won't need as much as somebody who's at the beginner stage of learning.

Let's check your understanding then.

From these three basketball pictures, which of these is most likely to benefit from a lot of extrinsic feedback? Okay, hopefully, based on our skiing example on the previous slide, you chose b.

Now, we don't know an awful lot about these basketball players, but we can guess that the picture above the letter b shows somebody who's quite inexperienced, his technique doesn't quite look as polished as the others and they certainly look like they've got more experience than the boy in picture b.

And so picture b was the correct answer.

Well done if you chose that one.

Now here's a practice task for you.

Here's Izzy.

And when Izzy was six years old, she started playing tennis.

But now Izzy is 16 years old and now has 10 years of tennis experience, and that 10 years of experience has led her to play at county level.

So how would the use of intrinsic and extrinsic feedback have changed for Izzy during the 10 years? I'd like you to give me one specific example of how intrinsic feedback and extrinsic feedback will have changed for Izzy as she's gone from age six to 16.

Just pause the video here, write down your answers, and I'll be back in a moment with some feedback for you.

Okay, then, here we have Izzy and some suggested answers.

Well done if you've got something that's similar to these answers.

So let's think about intrinsic feedback first because as Izzy went from six to 16 and she became more experienced, she will have become much better at giving herself intrinsic feedback.

She has a much better knowledge and feel of the tennis skills than before, so she can rely a lot more on intrinsic feedback.

In terms of extrinsic feedback, this would've been much more important to the six-year-old Izzy when she was a beginner because she didn't have much knowledge of tennis skills and she wouldn't have been able to assess her performance.

If you just left it to her, she may have thought she was doing really well, whereas actually she needed a lot of help.

So the coach would've corrected her technique and helped to improve her.

There's another way you could have looked at extrinsic feedback because the six-year-old Izzy would've lacked confidence as a beginner and would've needed more encouragement to help keep her motivated.

People at the beginning stage might quite easily give up if they don't feel they're doing so well or that they're not going to get better.

And so at that point, she would've really benefited from having a coach to help motivate us.

So that's another way the extrinsic feedback would've been more useful for six-year-old Izzy than perhaps for 16-year-old Izzy who's really found her own motivation there.

Well done if your answers were something along those lines.

That brings us onto the second part of our lesson today, which is two new types of feedback.

These ones are called concurrent and terminal.

Let's take a look what those terms mean.

Okay, here we have a young baseball player with a coach in the background clearly shouting some feedback, some extrinsic feedback, but we're not actually worried about extrinsic and intrinsic right now.

We're worried about when the feedback is being given.

And feedback is often given while the skill is being performed, as we can see here.

And when that happens, this is called concurrent feedback.

A coach shouting feedback during the game is a good example of concurrent feedback, and I'm sure you've seen lots of times on the TV where you see sports teams with a coach who's probably yelling instructions, shouting instructions, talking to the team as they're playing to try and help them by giving them concurrent feedback.

Here's a great example of concurrent feedback.

If you've ever seen rowing.

With team rowing, like here we have what? Eight people in the boat and an extra person at the front called the coxswain.

In rowing, the coxswain, they face the team.

You can see that, can't you? On the picture, they face the team and they act as the coach in the boat.

Their job is to motivate the team and provide them concurrent feedback about how well they're doing.

It might be that they tell them how well they're performing to the other teams, whether they need to row faster, whether they're in a good groove, lots of ways that the coxswain can provide concurrent feedback about how well the boat is doing.

Quick check.

So if a rugby coach is shouting at a player during the game to tell them they are tackling well, is it an example of concurrent feedback? So is that true or is that false? Okay, well done if you said true.

Why is that true? The key information here is that it's during the game, therefore it is concurrent.

Anything that's happening during the performance is concurrent and this rugby coach is yelling at them or shouting at them during the game.

Here we have a different picture.

The coach is still giving feedback.

We've still got an extrinsic feedback here, haven't we? But it's quite clear that the players aren't playing the game at the moment.

So it might be that feedback is provided at the end of a performance.

And when this happens, it's called terminal feedback.

Here we have the coach giving a team talk at the end of the game, you might call it a debrief or something along those lines, but it's a good example of terminal feedback.

Now, I wonder if you've ever been to an airport terminal.

Laura's got a question for you, whether you've been or you haven't.

Why do you think it's called a terminal? Well, terminal means that it comes at the end of the journey.

That's why it's called an airport terminal.

It's at the end of the journey.

And if you ever need something to help you remember that terminal feedback is at the end of a performance, think about an airport terminal and how it comes at the end of a journey.

Okay, here's a quick check of your understanding of terminal feedback.

So here we have three pictures, a, b, and c.

My question to you is, which of these best shows terminal feedback being provided? Well done if you recognized that picture b is our best example.

Here we have some softball players being given feedback from a coach, but clearly it's not during the performance.

It must have been after the performance.

Whereas our pictures A and C appear to be coaches giving feedback but while the performer is actually doing their performance.

So that would be concurrent feedback.

Here's a task for you.

I would like you to complete this table with one example in each box.

And I've helped you by modeling an answer there in the extrinsic and terminal feedback box.

Now just think about this for a moment.

We've looked at intrinsic and extrinsic, and we've looked at concurrent and terminal.

Now, it doesn't mean that all feedback can only be one of those.

In fact, if you look at my example here, we can have terminal feedback that is also extrinsic.

And my example of that is that a coach feeds back to a player at the end of a training drill about something they need to improve.

It's a coach.

So it's clearly extrinsic, and it's at the end of the training drill, so it's clearly terminal.

I want you to think if you can come up with an example here for all the other three combinations that we might have.

Pause the video here, write down your examples, and I'll be back with you in a moment with some feedback.

Okay, here's some examples of things you may have said.

Hopefully your answers are similar to mine.

So let's start in that top left-hand box.

Intrinsic feedback which is also concurrent could be an ice skater feeling himself falling and corrects his body position before he does.

Intrinsic, it's about feelings.

Concurrent because it's during the ice skating performance.

Let's go to the right there, top-right.

Intrinsic again, but this time terminal.

So a tennis player thinks about how well she's performing her backhand technique during a break in play.

Intrinsic 'cause it's the tennis player thinking about their own feedback, but it's during a break in play.

So it's terminal, it's after the skill has been performed.

Finally, bottom left-hand box, extrinsic and concurrent.

Here's a boxing coach telling a boxer how well they're jabbing during some pad work.

Okay? So it's extrinsic because it's coming from the coach, but it's during the training session.

It's while they are doing the pad work.

So therefore concurrent, well done.

I hope your examples managed to satisfy the two different types of feedback that they was asking you for.

Well done if you did.

Onto our third section for today's lesson, and this is analyze the effectiveness of feedback.

Now, we know from previous slides, let's think back to the task on Izzy and the example of the skiers.

So we had the ski school compared with the experienced skier and we know that the types of feedback we use with beginners compared to more experienced people will differ.

But there are also things which might affect the use of feedback, such as the time constraints of certain activities.

And I'd like you to think about the golf swing.

We've got a picture here.

How quickly does a golf swing happen? It's over like that, (finger snapping) isn't it? It's very, very quick skill.

So during that skill being performed, there's so little opportunity for any extrinsic or concurrent feedback to happen.

There's just no time.

And in other explosive activities, I've given the example here of the 100 meter sprint, only a small amount of concurrent and intrinsic feedback is possible.

If you've ever run the 100 meters, you'll know that you might be able to give yourself a little bit of your own feedback during the race, but generally, any feedback you'd get would be at the end.

But in contrast to that, think about these two ladies on the left.

They're running in a marathon which might last hours or think about a game such as a netball game.

They allow for much more concurrent and extrinsic feedback during the performance because they're a lot longer and there's a lot more opportunities during those performances to receive extrinsic feedback.

Okay, let's check for your understanding on this topic so far.

So, during a sprint hurdles race, which types of feedback might the athlete receive? Would they receive intrinsic and terminal, intrinsic and concurrent, extrinsic and terminal, or extrinsic and concurrent? Okay, let's have a look at the answer.

Well done if you said b, intrinsic and concurrent, because during that race, it's over very, very quickly.

It's very difficult to get any sort of extrinsic feedback during the possibly 11, 12 seconds that the race takes place.

But during the race, remember, was it the question? We can't get terminal feedback because it's during the race and so it must therefore be concurrent.

So intrinsic and concurrent were the best answer there.

Well done if you said b.

How about then in a marathon race? After completing the marathon race, which types of feedback might the athlete receive? Read the question carefully.

Is it, a, intrinsic and terminal, b, intrinsic and concurrent, c, extrinsic and terminal, or, d, extrinsic and concurrent? Okay.

You might think this is a little bit of a trick question, but there were two possible answers there.

Well, we know it's after the marathon race 'cause it said after completing the marathon race, so the terminal answers are correct.

Can the athlete receive intrinsic feedback? Yes, they can.

They can think about how well they performed, they can think about whether they performed as well as they had hoped, et cetera.

But they can also receive extrinsic feedback.

Their coach might meet them at the finishing line or maybe even a couple of days later.

Who knows? But they can definitely receive extrinsic feedback also from somebody else.

Okay, so let's have a look at Task C, and we're asking you here to analyze how important the different types of feedback could be for helping a beginner to learn how to rock climb.

Now, this is an extended answer, and so, firstly, let's BUC the question.

I wonder if you're familiar with that.

To BUC or BUC the question, you're gonna box the command word first, and in this case that's analyze.

You're then going to underline the knowledge that you are being asked to demonstrate, which is your knowledge of the different types of feedback.

And then you're going to circle the context you're going to apply it to, which in this case is a beginner learning how to rock climb.

Sam's back with a little bit of a hint here.

You should try to use that know, apply, say why framework and state the impact of each type.

Again, you may well have done this in previous questions that you've been asked to answer, but let's have a very quick look at that.

So, for A01, you're describing the type of feedback.

That's your knowledge, okay? You'll then apply it by saying how that feedback might then be used by learning rock climbing 'cause that's the context of this question.

And perhaps most importantly with your answer is to describe the impact.

So how important will this type of feedback be to the beginner rock climber? And that will satisfy the A03 requirements of an extended answer question.

Pause the video here and have a go at analyzing those different types of feedback in that context.

Okay? So welcome back.

Having analyzed the effectiveness of the different types of feedback, let's have a look what you might have said.

So let's start with intrinsic feedback.

So the A01 requirement, the knowledge, would just be to state that intrinsic feedback is feedback which you give to yourself, but then we needed to apply it, didn't we, for A02? So that's a beginner rock climber would tell themselves how well they are performing during the climb.

You've then applied what you know in A01 to the situation.

And finally, for A03, it's that describing the impact.

Would intrinsic feedback be useful for a beginner rock climber? Well, you may have recognized that intrinsic feedback won't be very effective with a beginner climber because they lack the experience and the knowledge to be able to feed back to themselves.

Much different compared to a experienced rock climber who would much more knowledge and experience to call on to be able to feedback to themselves.

And we repeat this process for the four different types of feedback.

So here's extrinsic feedback.

Of course, it's feedback which somebody else gives you, maybe a coach, parent or teacher.

The application is that in rock climbing it could be that an instructor is giving guidance and feedback to the beginners.

And what's the impact of this? This will have a much greater impact on the beginner climber than intrinsic because the instructor is highly knowledgeable and experienced so they can help the climber to make the corrections that they need to, which they wouldn't have known about themselves because of their beginner status.

Well done if you said that.

But of course we've got two more types of feedback here.

We may have talked about concurrent feedback, and that's feedback which you receive during the performance.

This would include any feedback the climber gets during their climb.

Okay, so while they're actually on the wall.

Concurrent feedback, what's the impact? Well, it's really important to quickly inform the climber to correct errors during the climb, which, as a beginner, of course, they will make lots of, and that could put them in danger or see them struggling to climb.

So they'll really require and rely on this concurrent feedback of somebody saying, "Oh, just move your foot up here.

There's a good foothold just to the right," or something like that.

Can you imagine? And finally, we have, of course, terminal feedback.

What you know about terminal feedback? Well, you know that it occurs at the end of the performance.

Can you apply it to rock climbing? It could be that they have a debrief with the instructor or maybe even think over their own performance after it has finished.

That being the crucial part, isn't it? That after it has finished.

And the impact of which, while terminal feedback can be delivered in a more relaxed manner than concurrent, okay? It's not as urgent, is it, to get that quick message across? So it's useful to the climber to be able to recap things that they did well or that they need to improve in the future.

So it's great for the beginner to have a bit of a debrief so that they understand what they need to do better next time.

Well done if you identified all four types of feedback, then applied it, and then most importantly, for the A03, describe the impact of that type of feedback.

Now to our summary for today's lesson on types of feedback to optimize performance.

Let's have a brief look, shall we? So feedback is information we receive about a performance to inform us about what we are doing well or we need to improve.

And feedback comes from a range of sources.

As we know, we have intrinsic feedback and that's provided by ourselves.

Whereas extrinsic feedback can be received from external sources such as a coach or spectators.

Concurrent feedback is received during a performance, whereas terminal feedback is received afterwards.

And different situations require different approaches to feedback in particular based on the experience of the athlete.

Well done for being part of today's lesson.

I hope you enjoyed it and I hope you learned a lot about feedback and how we can use it to optimize performance.