The document discusses feedback in learning, including when to provide feedback, types of feedback, and how feedback facilitates learning. It notes that normative feedback should be given for both positive and negative performance compared to a norm, and that positive feedback can enhance learning, skill retention, and motivation. It also discusses factors like short delay periods between trials and feedback, and scheduling feedback to maximize its benefits on learning.

1. Feedback
Ashleigh Sykes

2. Learning
When
How What

3. When to give feedback?
?

4. Normative feedback
+ve
Performance
‘Norm’
-ve Performance

5. Positive Feedback
Positive Learning
Retention
feedback skill

6. Self controlled feedback

7. Other points
 Short delay periods
 Don’t separate feedback and repeat
trial
 Scheduling
 Positive but honest assessments
 KEY words

8. Future research
Motivation
Feedback

9. FACILITATE
LEARNING

10. References
 Chiviacowsky, S & Wulf, G. (2007). Feedback After Good Trials
Enhances Learning. Research Quarterly for Exercise and Sport. 78
(2), 40-47.
 Wulf, G, Shea, C & Lewthwaite, R. (2010). Motor skill learning and
performance: a review of influential factors. Medical Education. 44
(0), 75-84.
 Chiviacowsky, S & Wulf, G. (2002). Self-Controlled Feedback: Does
it Enhance Learning Because Performers Get Feedback When They
Need It?. Research Quarterly for Exercise and Sport. 73 (4), 408-
415.
 Button, C & Masters, R. (2011). Introduction to Special Issue of the
International Journal of Sports Science and Coaching: Skill
Acquisition.International Journal of Sports Science & Coaching. 6
(4), 501-502.
 Saemi, E. Wulf, G. Varzaneh, A & Zarghami, M. (2011). Feedback
after good versus poor trials enhances motor learning in
children. Rev. bras. educ. fís. esporte. 25 (4), 673-681.