Higher PE - Feedback

1. INSPIRE AND TRANSFORM St Joseph’s Academy, Kilmarnock
HIGHER PE

2. INSPIRE AND TRANSFORM St Joseph’s Academy, Kilmarnock
Today's Learning....

3. (01/06/2020)
(15/06/2020)
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(24/11/2020)

4. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(24/11/2020)
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person or via email.
Today
Learning Intentions:
By the end of the presentation I will know and understand what
feedback is.
By the end of the presentation I will be able to describe when I
have received feedback.
By the end of the presentation I will be able to explain what
effective feedback is.

5. (24/11/2020)
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What is feedback?
It is information which is used as a basis for improvement.
Receiving this information is extremely important as it alerts you
to:
- What you are doing well
- What needs improvement in your performance
Once you know this, can you make suitable adaptations to start
progressing.

6. (24/11/2020)
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Introduction
• Information collected at the data gathering stage provides feedback on
your performance levels in each of the four factors.
• Receiving this information is extremely important as it alerts you to;
- What you are doing well
- What needs improved in your performance
• Once you are aware of this, you can begin to make suitable adaptations to
start progressing

7. (24/11/2020)
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Types of Feedback
Feedback is an important part of gathering data and developing
performance in Higher Physical Education.
There are two main types of feedback;
• Intrinsic
• Extrinsic

8. (24/11/2020)
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Intrinsic Feedback
Intrinsic feedback is the physical feel of the movement as it is being performed.
It is what is felt by the performer as they execute a skill or performance. Intrinsic
feedback can be very useful across the four factors.
Thoughts and feelings on how a performance went are crucial to some aspects
of mental and emotional factors.
For mental factors such as anxiety and emotional factors like happiness, there is
no quantifiable way for a coach to measure these factors without taking the
thoughts and feelings of the performer into consideration.
This is the reason a large number of data collection methods for these factors
use questionnaires to provide qualitative data.
During a performance, thoughts of fear and anxiety may occur, such as:
“I feel scared before taking this second serve”
This is intrinsic information telling the performer that they are struggling to
control their anxiety.

9. (24/11/2020)
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Intrinsic Feedback Continued
Thoughts and feelings also play an important role in some mental factors,
for example decision making.
Although the coach can see that the performer is making incorrect
decisions, there is no quantifiable way for this to be measured. Therefore
the thoughts and feelings of performers are taken into account
through questionnaires.
Performers may prefer to play one
particular shot over another. Where there
are feelings of dislike, the performer will
also intrinsically know the reasons for this.
Communicating these thoughts and feelings
to their coach means that resolutions and
ways to improve decision making can be
worked on with an aim to boost
performance.

10. (24/11/2020)
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Intrinsic Feedback Continued
Can you think of any Questionnaires/tests that
we have completed that would help to support
your intrinsic feedback to give you some more
quantifiable evidence?

11. (24/11/2020)
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Intrinsic Feedback Continued
Intrinsic feedback is particularly useful for aiding performance in the physical
factor, particularly when it comes to skilled performance.
A performer can gain instant feedback on how a movement felt. This is often
referred to as kinaesthetic feedback.
For example, many football players will say I
knew the shot was in as soon as I hit it, it just
felt right. More importantly however, some
performers receive in-depth kinaesthetic
feedback that tells them why something did
not go well.
In golf, kinaesthetic feedback is prevalent
when driving. An example of this is that a
performer may feel off-balance during their
swing. Knowing this specific information is
good as it can be specifically addressed by
opening their stance.

12. (24/11/2020)
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TASK 1
Describe a time where you received feedback on two
different factors in sport (e.g. one physical and one
mental). 2 marks

13. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(20/10/2020)
Speak with your class teacher in
person or via email.
(24/11/2020)
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person or via email.
Describe a time where you received feedback on two different factors in sport (e.g. one physical and
one mental). 2 marks
During my performance in volleyball I received intrinsic feedback on my performance in the
physical factor. During my performance I felt that I was off balance when trying to perform
my volley when passing to a team mate. Because I felt off balance the ball often did not go
where I wanted it too.
During my performance in volleyball I also received intrinsic feedback on my performance in
the mental factor. I often felt like I was not playing the correct shot at the correct time, for
example I would try to play a dig when the ball was high enough for me to play a volley. I
completed my SRS sheet which helped support my feelings through some quantifiable
evidence.

14. (24/11/2020)
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Extrinsic Feedback
Feedback can also come from a variety of different
external sources such as a coach, teacher and/or
teammate.
Depending on the context, there are differing ways
this information can be provided:
• Verbal
• Video
• Written

15. (24/11/2020)
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Verbal
Verbal feedback is often delivered immediately after a performance. It will
involve a coach or teammate telling a performer
the strengths and weaknesses in their performance.
For example, Manchester City manager Pep Guardiola (below) will tell his
players how to improve their decision-making for the mental factor.

16. (24/11/2020)
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Video
Extrinsic feedback can be provided visually using video. Video lets
performers watch their performance back and highlights their strengths
and weaknesses.
This is often compounded by watching a model performer perform the
same skill and noting similarities and differences between performances.
When learning how to perform the overhead clear in badminton,
performers often watch their own performance on video against criteria
provided by a model performer to spot certain sub-routines they need to
develop.

17. (24/11/2020)
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Written
A coach or teacher can provide
a performer with written
feedback. The coach may write
down both the positives and
negatives of a performance.
A big benefit of this feedback is
that it can be stored as a
permanent record and viewed
again in the future to see if
improvements have been
made.

18. (24/11/2020)
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TASK 2
Describe a time where you received extrinsic feedback
on two different factors in sport (e.g. one physical and
one mental). 2 marks

19. (01/06/2020)
(15/06/2020)
Mrs Shaw’s email
debbie.shaw@eastayrshire.org.uk
(20/10/2020)
Speak with your class teacher in
person or via email.
(24/11/2020)
Speak with your class teacher in
person or via email.
Describe a time where you received extrinsic feedback on two different factors in sport (e.g. one
physical and one mental). 2 marks
During my performance in volleyball I received verbal extrinsic feedback from my teacher.
During my performance, when the game had stopped my teacher told me that I was not
keeping my arms straight as I went to dig the ball. He also told me that I was swinging my
arms at the ball rather than keeping them locked out and this was why my digs were often
inaccurate and not going where I wanted them to go.
During my performance in volleyball I also received written feedback. This was in the form
of a mental toughness questionnaire which I filled our after my performance. Once I had
completed the questionnaire which had a number of questions and a marking scheme at
the bottom, it showed me that I had low levels of mental toughness in the mental factor
which meant that often when performing I would think about previous mistakes I had
made.

20. (24/11/2020)
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Effective feedback
The way feedback is delivered from an extrinsic source will have a
bearing on whether it is effective or not.
When delivering feedback, the acronym STOVI can help you consider the
following five things:
1. Source - Who provides the feedback?
2. Timing - How soon after the performance is the feedback provided?
3. Order - Does the coach provide the performer with positives before
negatives?
4. Volume - How much feedback is provided?
5. Information - Does feedback include information or strategies on how
to improve a weakness?

21. (24/11/2020)
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Source
Ask yourself: who provided the feedback?
If it was a coach, it is likely to be accurate
and reliable due to their high knowledge
levels.
This would make performers more likely
to trust the information provided and
implement their next steps with intent.
However, if the information was provided
from a teammate, the reliability of the
feedback may be questioned due to their
knowledge levels not being as high as
that of a coach.

22. (24/11/2020)
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Timing
How quickly after the performance was the feedback provided?
The quicker the feedback is provided after a performance, the more sense it will make
to the performer.
This is because the performance will still be fresh in their head and they can remember
the examples the coach is referring to.
This would then allow the performer to make more sense of the incoming information
and understand what they need to improve.

23. (24/11/2020)
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Order
Does the coach provide the performer with positives before negatives?
Providing the performer with positives before negatives will give the performer a
confidence boost as it lets them know there were some strong aspects of their
performance.
It will also make them more open to hearing some of the negative aspects of
performance, which will then allow them to fully understand why these areas were
weak.
However, if the coach provides the negatives first, it could lead to the performer lacking
confidence and being demotivated to listen. This would be detrimental to their progress
as they would miss out on hearing advice on how to improve

24. (24/11/2020)
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Volume
How much feedback was
provided?
A good coach will provide
feedback in short, sharp bursts.
This will help a performer as they
can easily remember the
positives and negatives of their
performance.
However, if a coach was to
provide too much feedback, a
performer could become bored
and lose concentration. This
would result in them not taking in
information. This would decrease
their chances of improving
further.

25. (24/11/2020)
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Information
Does the coach provide
information or strategies on how
to improve a weakness?
This is a crucial part of the
feedback process as it goes
beyond saying something was
weak; it also provides a path
forward to improve the
weakness.
In addition, when providing
positive feedback, a coach should
provide information on why it
was good. This will allow the
performer to keep doing this and
maintain this strength.

26. (24/11/2020)
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TASK 3
Explain what is required to make feedback effective
(5 marks)

27. (24/11/2020)
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For this answer you are required to write 5 PEgI’s. Here is a format for you
to follow;
Point – Source
Example – Who provides the
feedback?
Impact – Result
Point – Timing
Example – When did you receive
the feedback?
Impact – Result
Point – Order
Example – Did you get + before –
Impact – Result
Point – Volume
Example – How much feedback
were you given at once?
Impact – Result
Point – Information
Example – Does the feedback
include information on stratagies
on how to improve?
Impact – Result

28. (24/11/2020)
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Example
Point – One thing which is required for effective feedback to be given is a
reliable source.
Example – For example, I know that when I receive feedback from my
teacher on my performance that this information is going to be unbiased
and from a reliable source as they have a good knowledge and
understanding of the sport.
Impact – This means that I am much more likely to take on board their
feedback and work on the points they have told me as I know I can trust the
information they are telling me. On the other hand, If I was to receive
feedback from a team mate, this may not be as reliable as they do not have
as much experience or knowledge of the sport meaning their feedback may
be inaccurate to my performance.