Lesson video

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

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

My name is Mr. Broome, 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 optimise 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, we'll look at how we can analyse how effective feedback has been, and whether it actually has achieved the goal of improving or optimising 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 your 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 will feel when you may be having a wobble, maybe when you're going to fall, and you all 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 colour 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 preference 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 notice 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 to let 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, ex, E, X.

Other 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, there 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 skills should feel.

That means that if they're going to improve and optimise 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 realise 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 them.

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, what's the correct answer? Well done if you chose that one.

Now, here's a practise 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 will 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 6 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 6 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 some 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 6-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 6-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 her.

So that's another way that extrinsic feedback would've been more useful for 6-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 the 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 is 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 recognise 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, it 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 modelling 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 backend 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 it was asking you for.

Well done if you did.

Onto our third section for today's lesson.

This is analyse the effectiveness of feedback.

Now, we know from previous slides, let's think back 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, 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 a 100-meter sprint, only a small amount of concurrent and intrinsic feedback is possible.

If you've ever run the 100 metres, 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 there are 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 with 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, etc.

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.

Here's a practise task for you on analysing the effectiveness of feedback.

Here, we have somebody learning to rock climb, and they're a beginner, which is important to remember.

Evaluate how important these types of feedback could be for helping a beginner to learn how to rock climb.

These are the four types of feedback we've looked at today.

In each box, evaluate how important each type of feedback would be for that rock climber.

Pause the video here, and I'll be back with some feedback of my own shortly.

Okay, let's begin by looking at intrinsic feedback for this beginner rock climber.

So as a beginner, intrinsic feedback won't be as important, because they haven't developed the feel for rock climbing, and they cannot self-assess how well they're doing.

They will rely on other types of feedback as we'll shortly see.

But they may think they're doing a good job on the rock climbing, or they may just completely not understand how it's supposed to feel and whether they're doing the right thing or not.

Compare that with extrinsic feedback.

Now, this is very important for this rock climber.

They need feedback from someone experienced to help them improve and to keep them motivated.

Okay, so somebody who's experiencing rock climbing will be really beneficial to them as they help them to understand how the skills of rock climbing should be performed.

What about our concurrent and terminal feedback? Concurrent feedback will be really useful, because rock climbing is quite slow, particularly for a beginner.

And this allows a coach to give some ongoing feedback, and give them some tips and some corrections on where they should climb and how they should climb.

And how about terminal feedback? Well, after climbing, terminal feedback from an extrinsic source will help them review how well they performed.

They might say, "Oh, remember when you were doing that part of the climbing wall and you put your foot up there? That was great," okay? That might come afterwards while they review or have a debrief on how the session went.

Really well done if your answers are similar to mine with your evaluation of those four types of feedback.

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