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SESSION TOPIC: Feedback Theory and Application: Best Practices and Practical Solutions SPEAKER: P e t e r Vint, Ph.D., USOC, P e r f o r m a n c e Services D i v i s i o n

Skill: A n a b i l i t y t h a t has b e e n d e v e l o p e d by p r a c t i c e , t r a i n i n g , a n d / o r e x p e r i e n c e

Skilled performers demonstrate: Focused, g o a l - o r i e n t e d b e h a v i o r (e.g. d e l i b e r a t e p r a c t i c e ) I m p r o v e m e n t s w i t h practice, training, and/or experience E f f e c t i v e use o f f e e d b a c k

T y p e s of s k i l l : M o t o r skill

Cognitive skill Perceptual skill

Stages o f s k i l l ( r e - ) d e v e l o p m e n t

Practice a n d Feedback The t w o m o s t c r i t i c a l e l e m e n t s o f s k i l l a c q u i s i t i o n , m o t o r learning, a n d p e r f o r m a n c e .

W h a t it t a k e s t o b e

...

N o n - c o a c h l e d p r a c t i c e a c t i v i t y (ages 6 - 1 2 )

Feedback Information a b o u t a performance o u t c o m e o r result and t h e factors responsible f o r

it.

Types and characteristics o f feedback Athlete gathered (intrinsic)

2009

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USAVolleybali o Visual, audible, s e n s o r y

Coach p r o v i d e d ( e x t r i n s i c o r a u g m e n t e d )
o o

K n o w l e d g e o f r e s u l t s (KR) Knowledge o f performance (KP)

O t h e r aspects
o

Q u a l i t a t i v e vs Q u a n t i t a t i v e

o T e r m i n a l vs C o n c u r r e n t o

I m m e d i a t e vs S u m m a r y U n i f o r m vs Faded vs B a n d w i d t h

Functions o f feedback Information and guidance

o

Provides relevant a n d useful i n f o r m a t i o n t o guide t h e correction o f errors

Association
o

Creates a s s o c i a t i o n s b e t w e e n s t i m u l i a n d responses.

Motivation
o

Provides i m p e t u s t o c o n t i n u e t r a i n i n g , p r a c t i c e , a n d p r o v i d i n g m a x i m u m effort.

Feedback d e l i v e r y m e t h o d s Who should c o n t r o l feedback delivery? What should feedback include? How should feedback b e delivered? When should feedback be given?

W h o should control feedback? A t h l e t e s t e n d t o m a k e b e t t e r use o f feedback w h e n t h e y c o n t r o l i t s d e l i v e r y . F u n c t i o n o f e x p e r i e n c e , m a t u r i t y , s k i l l level, a n d s k i l l c o m p l e x i t y .

o Novice players m a y t e n d t o take most advantage o f coach-controlled feedback o Experienced players should be weaned o f f coach-controlled feedback

@ ~,
, .

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USAVo//eyba//. S e l f - c o n t r o l l e d f e e d b a c k issues

P e r f o r m e r s t y p i c a l l y r e q u i r e m o r e feedback d u r i n g s k i l l a c q u i s i t i o n , less l a t e r Issues w i t h s e l f - c o n t r o l l e d f e e d b a c k i n c l u d e :

o A c c e s s i b i l i t y : i s t h e f e e d b a c k a v a i l a b l e f o r t h e a t h l e t e t o access i f t h e y w a n t i t ? o U n d e r s t a n d a b i l i t y : is f e e d b a c k p r e s e n t e d u n d e r s t a n d a b l y g i v e n experience,
knowledge, and education?

o U s a b i l i t y : is a v a i l a b l e f e e d b a c k u s e f u l a n d a c t i o n a b l e ? Can s o m e t h i n g be d o n e
about i t ?

o C o m p a t i b i l i t y : is a v a i l a b l e feedback c o m p a t i b l e w i t h feedback o t h e r w i s e
r e c e i v e d f r o m coach, t e a m m a t e s , s e l f ?

W h a t should feedback include? Specific i n f o r m a t i o n t h e a t h l e t e cannot gather directly o r correctly. S p e c i f i c i n s t r u c t i o n o n w h a t can b e d o n e t o i m p r o v e p e r f o r m a n c e .

o Limit t o factors k n o w n t o influence performance o Consider t i m e f r a m e a l l o w e d f o r c o r r e c t i o n

o
Consider e x p e r i e n c e a n d m a t u r i t y

U s e f u l cues t o h e l p associate p e r f o r m a n c e w i t h r e s u l t . Analogies can be h e l p f u l . G r e a t e r p r e c i s i o n , i f useful, f o r m o r e e x p e r i e n c e d l m a t u r e a t h l e t e s .

Prioritizing feedback Critical features first

o Identify factors t h a t t r u l y influence performance

o Sensitive t o t r a i n i n g o r maximize i m p r o v e m e n t
Relationship t o previous actions

o Some f a u l t s m a y a r i s e f r o m o t h e r s .
o o o

Time frame/Difficulty Some changes a r e h a r d e r o r t a k e l o n g e r t o r e a l i z e ( t r a i n i n g i n d u c e d changes) P r i o r i t i e s b e t w e e n - s e a s o n vs w i t h i n - c o m p e t i t i o n m a y d i f f e r .

Effects o f goal s e t t i n g and achievement

o Easier t o a c c o m p l i s h goals can enhance m o t i v a t i o n a l aspects.

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H o w should feedback be given? Keep it p o s i t i v e a n d a c t i o n o r i e n t e d Ask q u e s t i o n s t o p r o m o t e a c t i v e l e a r n i n g and a v o i d d e p e n d e n c y Use e f f e c t i v e cue w o r d s a n d p h r a s e s ("7 2 2 " )

W h e n should feedback be given? Traditional view:

o

Immediate feedback i s best.

Research f i n d i n g s :

o F r e q u e n t f e e d b a c k i s b e s t d u r i n g s k i l l a c q u i s i t i o n a n d f o r c o m p l e x skills.
o i t is a l w a y s a p p r o p r i a t e i f t h e a t h l e t e i s i n danger o r a t r i s k o f i n j u r y t o
his/herself o r others.

o Delayed, r e d u c e d f r e q u e n c y , a n d s u m m a r y feedback is g e n e r a l l y b e s t f o r
learning.

o Faded a n d b a n d w i d t h f e e d b a c k schedules s h o u l d b e c o n s i d e r e d .

U n i f o r m f C o n s t a n t Feedback

Faded Feedback

B a n d w i d t h Feedback

Benefits o f summary feedback

Take h o m e points o n feedback Provide feedback t o maximize learning and competition p e r f o r m a n c e . Provide feedback athletes c a n n o t o b t a i n (accurately) themselves. Help athletes become introspective and independent. W h e n ready, p r o v i d e a t h l e t e s o p p o r t u n i t y t o c o n t r o l d e i i v e r y o f f e e d b a c k .

2009

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US&Volleyball. P r i o r i t i z e f e e d b a c k so it can b e a c t e d u p o n i n t h e t i m e f r a m e c o n s i d e r e d .
s

P r o v i d e f e e d b a c k m o r e f r e q u e n t l y early, less f r e q u e n t l y l a t e r . Consider delayed r e d u c e d f r e q u e n c y , s u m m a r y , and b a n d w i d t h feedback

Practice Traditional view:

o C o n d i t i o n s l e a d i n g t o t h e best p r a c t i c e p e r f o r m a n c e w i l l also l e a d t o t h e best

c o m p e t i t i o n performance. Criteria f o r evaluating practice:
o o

C o m p e t i t i o n results Consistent performance in different conditions

Aspects o f p r a c t i c e :
o

S c h e d u l i n g ( b l o c k e d vs r a n d o m ) C o n s i s t e n c y ( c o n s t a n t vs v a r i a b l e )

B l o c k e d vs R a n d o m Blocked Practice

o Serve 20 t i m e s i n a r o w b e f o r e m o v i n g o n t o t h e n e x t d r i l l .
Random Practice

o T a k e a f e w ( 1 - 5 ) serves a t s e v e r a l d i f f e r e n t t i m e s t h r o u g h o u t a p r a c t i c e .

Benefits o f random practice

C o n s t a n t vs V a r i a b l e Constant

o
r

Conditions held constant during practice

Variable

o Conditions d i f f e r e n t w i t h i n and b e t w e e n practices

Factors t o consider:

2009

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o Environmental: light, temperature, humidity, altitude o S i t u a t i o n a l : t i m e o f day, b a c k g r o u n d , surface, f a t i g u e , c r o w d l a m b i e n t noise,

pressure

.*%

o A r t i f i c i a l : noise, pressure, f a t i g u e , s t i m u l a t i o n , b a l l c o l o r / i n f l a t i o n

Take h o m e p o i n t s o n practice Design p r a c t i c e s t o m a x i m i z e l e a r n i n g a n d c o m p e t i t i o n p e r f o r m a n c e . Design p r a c t i c e s t h a t e n c o u r a g e " a c t i v e I e a r n i n g " a n d l i m i t coach d e p e n d e n c y . Consider advantages o f :

o o

r a n d o m versus b l o c k e d p r a c t i c e . v a r i a b l e versus c o n s t a n t p r a c t i c e .

I n t e r a c t i o n b e t w e e n feedback, l e a r n i n g , a n d p e r f o r m a n c e Explicit:

o coach d e f i n e s r u l e s and r e l a t i o n s h i p s c o m p l e t e l y - a t h l e t e s o n l y n e e d t o
identify and act o n them. Implicit: a t h l e t e s f i g u r e o u t a l l r e l a t i o n s h i p s and r u l e s f o r t h e m s e l v e s . Guided discovery: coach p r o v i d e s clues b u t a l l o w s a t h l e t e s t o e s t a b l i s h r u l e s a n d r e l a t i o n s h i p s

References Chen, D.D. (2001). Trends i n augmented feedback research and t i p s f o r t h e

32-36. p r a c t i t i o n e r , JOPERD, 72 (I),

Hastie, P. & Hannan, P. (1990). Feedback t o a t h l e t e s : S t r a t e g i e s f o r i m p r o v i n g c o m p e t i t i v e p e r f o r m a n c e . M o d e r n A t h l e t e a n d Coach, 28, 7-9.

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LISAVoileybaK

M a g i l l , R.A. ( 2 0 0 1 ) . A u g m e n t e d f e e d b a c k i n m o t o r s k i l l a c q u i s i t i o n . I n R.N.Singer,
H . A . Hausenblaus, & C.M. Janelle (Eds.), H a n d b o o k of S p o r t Psychology ( 2 n d ed., p p .

8 6 - 1 1 4 ) . N e w York: John W i l e y & Sons. N e w e l l , K.M., M o r r i s , L.R., & Scully, D . M . ( 1 9 8 5 ) . A u g m e n t e d i n f o r m a t i o n a n d t h e a c q u i s i t i o n o f s k i l l i n p h y s i c a l a c t i v i t y . Exercise a n d S p o r t Sciences Reviews, 13, 2 3 5 -

Salmoni, A.W., Schmidt, R.A., & W a l t e r , C.B. ( 1 9 8 4 ) . K n o w l e d g e o f r e s u l t s a n d m o t o r l e a r n i n g : A r e v i e w a n d c r i t i c a l appraisal. P s y c h o l o g i c a l Bulletin, 95, 355-386. Schmidt, R.A. & Bjork, R.A. ( 1 9 9 2 ) . N e w c o n c e p t u a l i z a t i o n s o f p r a c t i c e : C o m m o n p r i n c i p l e s i n t h r e e p a r a d i g m s suggest n e w c o n c e p t s f o r t r a i n i n g . P s y c h o l o g i c a l Science, 3 (4), 2 0 7 - 2 1 7 , W u l f , G., & Shea, C.H. ( 2 0 0 4 ) . U n d e r s t a n d i n g t h e r o l e o f a u g m e n t e d f e e d b a c k : The good, t h e bad, a n d t h e u g l y . I n A. M a r k W i l l i a m s a n d N.J. Hodges (Eds.), Skill A c q u i s i t i o n i n S p o r t : Research, Theory, a n d Practice. Routledge: L o n d o n

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ry Sports Science - The Obstacles to Overcome

B y Wayne Goldsmith
Over the past ten years Wayne Goldsmith has worked with coaches, athletes, sports scientists and sports administrators in Australia and around the world. During the past year he has worked as a consultant to the United Kingdom Sports Institute, United States Olympic Committee, the New Zealand Academy o f Sport and the Australian Sports Commission on high performance sports science and coaching education. This paper presents his obs sporting and academic insti industry and raises some challenges for

There is no doubt that successful i disciplinary. Athletes and coaches need to be aware of the physiological, biomechanical, psychologicai, nutritional, medical and immunologicalissues that can impact on their competition performances. it is when all these factors come together and work as an integrated system that excellence in high performance sport is possible. Coaches are trained to think and work m a muiti disciplinary environmerb. For example, a coach on observing an athlete training will be thinking about physiology (speed, heart rate, lactate, fatigue, effort, exertion level and so on). At the same time however they will be thinking abcut technique, skill and biomecharical issues. They also may be considering attitude, motivation and personalikj issues - the psychology of performance. Coaches are trained to think critically about ail aspects of n terms of blood and muscle, heart lete in terms of angles, speed and elf confidence, motiv
..

. ..

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. . ... .

, it is ail thesefactors, and many more besideswhich . :. . Yet in tryingto achieve opti need to be blended together in the right mix at the right time and in the right amounts to produce a winning athlete or team. It is the effective management of the various spods sciencedisciplines . : .: .z . ..~ .. into a rnuki disdplinaryteam approach that can make all the difference. . . . . ~ . .

Whilst the concept of the various disciplines of sports science working together makes sense, there are traditional and historical barriers to the multi disciplinary model which must be overcome if it is to make a real impact on sports performance. Traditional Model of Sports ScienceProfessional Development The traditional development and education pathway of sports science professionals sees the student become progressively narrower in focus over the pen'od of their education: HIGH SCHOOL ICOLLEGE - Wide perspective (maths, science, English, history, sport, languages etc) UNDERGRADUAE UNNERSIN - The perspective narrows - perhaps Science or Human Sciences only. FlNA -The perspective narrows again - PHYSlOLOGY or EXERCISE PHYSIOLOGY onb. POST GRADUATE U N l M R S l N -A PHYSIOLOGY only. PhD AND POSTDOCTORAL STUDYmuscle physiology only. -MUSCLE on minute detail of one aspect of

has produced a person with outstanding skills and ports science industry.

. . .

High School -wide choice of subjects and learning opportunities

. . . . . .. . . . . . * + , .. . . . ... . . . ..:,~

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Undergraduate University Science o r Human Science studied in the early years,: then asingle discipline focus in later years Post Graduate sports science - '. usuaUy a study of a single aspect of a single sports science discipline in isolation

..

. . . . . .

Diagram showing the progressive narrowing of focus of the current sports science education progiam . . . inherent :.. . . . . .. , . . in academic institutions . . . .
.......
. .

Contrast this with Typical High performance Coach developmnt pathway:

LEVEL ONE COACHING -beginners, kids. FOCUS is on Fun, skills, and enjoyment.
. . . . . . .

LEVEL TWO COACHING - All the above plus working with state level athletes'; Focus . , is on learning totrain, how to compete.
,

LEVEL THREE COACHING - national I international level coaches - Ail the above plus a focus onwinning, on training, on mental skills development, on biomechanics, on . .,. ; . .,. : . . . . . nutrition, on dealing with pressure etc. , , .. . . . . . ... . . . . > . .. .".: .. . ~ n itis d at this final poini where the sports scientist's fdcus is at its most narrow and the coach's perspective is at its widest, the two are brought together either through a resea by an academic institution or through a national team sports program.'
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Is it surprising then that in ma"; instances the two groups of professionals(c~ ..~ . . . . . scientists) find it difficult to effectively work together?
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The beginning ~. coach has a narrow focus on simple skiik, fun and safety.

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As the coach progresses he I she become; more aware of the factors influencing performance in training and competition through exposure to coach education programs and resources.
The coach continues to he exposed to an ever widening range of petformance influencing options through coach education, professional development, conferences and workshops. This includes education and information on the sports sciences and their impact on sports performance.

....

Diagram showing the current coach education and development pathway. Coaches are exposed to a orooressivelv wider ranse performance options and sports science disciplines over the course of their . " - of . development.

Recommen&tions and Summary - The Future Possibiliiies

it all starts with the Universities and Acadernicsystern. Whilst the Academic sy produce single discipline sports science, the traditional inter disciplinary barrie overcome. It is possible that a nation can lead the rest of the world in this area by breaki disciplinary rivalries and aim to produce SPORTS SCIENTISTS rather than p biomechanists OR psychologists. Whilst single discipline experts and specialists are valuable to consult on spec if^ issues, the current demandis for innovative sports scientists who can think with an open minded approach to assist coaches and athletes achieve their performance\goals. The Academic institutions can adapt to meet industry demands or paradigm shdt towards multi disciplinary sports science gathe

Academic Institutions should also consider forming partnerships with sporting institutions, national sporting organisations and other industry stakeholders and work together to provide the multi disciplinary focus that high performance sport needs. This should extend to providing final year undergraduate or first year post graduate students with with elite coaches. In this scholarship opportunities to work closely with elite sport and specif~ally model, coaches would help develop research questions which the scholarship sports scientist then attempts to answer in their post graduate thesis and studies. As a result sport benefik by being actively involved in research, the academic institutions benefit by answering research questions that have practical application and the coaches and athletes benefit through the direct practical application of current research to theirtraining and competition programs. Everybody wins. Wayne Goldsmith PO Box 112 CHARNWOOD ACT AUSTRALIA Phone: 61 2 6259 6845 Fax: 61 2 6259 6846 Email: moreqold@biaoond.com Web site: www.moregold.com.au

coordinat& all activi

athlete development. Maximum athletic skill + maximum sports skills? Optimal Performance.

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injury as the athlete returns to compe&ion., This is the most critical aspect of the rehabilitation process. In many cases the conditioning coach or the athletic trainerlphysical therapist serves as the reconditioning coach.
.

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