Tip of the Month -- May 2007

Positive Coaching

Feedback:

Positive congruent reinforcement: (example: “Great Job with your footwork and body positioning- keep it up”) Reinforces the learner and gives the learner a feeling of satisfaction with his/her performance. More importantly, it instills a desire to repeat the performance in the same manner.

Informs the learner. Specific information regarding execution is crucial to both the current performance and task repeatability (Example: “You have too much bending at the waist and not enough at the knee”)

Motivates the learner. Feedback, when initiated in a constructive manner, provides incentive and motivates athletes to achieve higher performance levels (Example: “You’ve made great improvements in your ball handling ability. I can see you being at the top of the conference in that discipline”) Note that there is effective use of general and specific feedback.

Error Feedback Frequency:

When the brunt of the feedback centers on correcting errors, the coach should attempt to correct the largest miscues early in the learning process. There should be a gradual reduction in the frequency of error feedback so as to not hinder overall performance, especially that of the next trial or attempt. The rationale behind this technique is to allow and encourage the athlete to analyze his or her own performance and to verbalize this evaluation to the coach. Both parties will then have a better understanding of what is actually being learned in the process.

Guidelines for Conveying Productive Feedback:

1. Be as positive as possible. Look for things that are being done correctly and acknowledge them.

2. Give immediate feedback, especially when pointing out correct execution.

3. Correct one error at a time. Attempting to correct too many errors at once may confuse the athlete and hinder performance.

4. Give group as well as individual feedback. By giving group feedback, there is less tendency of giving the perception that you’re persistently getting on one or two individuals.

5. Be specific. Give precise, meaningful, and useful information in as easy to understand format. Remember that the average person can only has a limited ability to acquire, store, and recall detailed data on a specific task. As often as possible, use pre-planned teaching cues – short, to the point words/phrases—that carry distinct meaning and can be used while to performance is in motion. (Example: While executing a push jerk, the coach might yell out “dip and drive”, which in 3 short words tells the athlete to be quick with their hips.)

As a coach you will find that not only does pertinent feedback motivate your athletes, but also underpins the outcome goal with positive reinforcement.

Both positive and negative reinforcement can be applied, but if it is negative in nature, it needs to be tempered with clear, specific information about correcting the miscue.

Coaching Points to Remember:

Instruction must be brief

Be consistent in your approach

Use cue words

Always demonstrate first

REFERENCES

* E.A. Bilodeau & I.M. Bilodeau: Motor Skills Learning. Annual Review of Psychology, 1961

* R.A. Magil: Motor Learning: Concepts and Applications (fourth edition). Wm.C. Brown, pub., Dubuque, IA, 1993

* G.H. Sage: Motor Learning and Control-A Neuropsychological Approach. Wm.C. Brown, pub., Dubuque, IA, 1984

* A.W. Salmoni, R.A. Schmidt, & C.B. Walter: Knowledge of Results and Motor Learning: A Review and Critical Reappraisal. Psychological Bulletin, 1984