This is probably the most common way that athletes get information on their performance. This is simply when a coach or teammate gives you information on your performance. This feedback is normally given verbally but may also be in a written form.


What makes effective feedback?

  • It is given to the performer as soon as possible after the performance or part of the performance
  • Ideally positives as well as areas that could be improved are given
  • Only one or two pieces of information are given at a time
  • The information is specific
  • The feedback is precise and accurate


When top athletes receive feedback on their performance they note this in their training diary. This is so that they have a permanent record of the feedback given.

Coach/Peer feedback can be given during training or in full performance (match) situations.

As the feedback is normally verbal it allows the performer to act immediately on the information they are given in order to try and improve their performance.




A way you could get coach/peer feedback

1. Ask a coach/peer watch you play a match.

2. Make the coach aware that you are looking for feedback in relation to any of the four factor (Physical/Mental/Emotional or Social).

3. You might decide to ask them to particularly focus on one factor or an area of performance you are having difficulty with.

4. Play against an opponent of similar ability

5. Straight after the match discuss you performance with the coach/peer.

6. Ask the coach/peer to identify what you did well during the match and what they feel you need to try and improve on.

7. Make a record of the feedback you have been given.





What Affects the Appropriateness of this Way to Gather Data?


Validity & Reliability

  • The coach/peer must have a good understanding of the factor they are giving feedback on for the feedback to be valid.

  • The coach/peer must have observed you for long enough so that their feedback is based on sufficient information in order to make their judgements reliable.

  • How subjective the coach/peer is. How likely are they to give a truthful unbiased opinion about your performance?

  • How effective the coach/peer is at explaining their meaning? So that the performer does not get confused as to the meaning of the coaches feedback.


Practicability

  • A coach often has many athletes to watch and give feedback to. It may be difficult for you to get a lot of time with them to get the feedback needed?

  • Depending on the situation it may be difficult for a coach to get information to a performer. For example during a game of football the player may be on the other side of the pitch and not able to hear the coach due to the noise.

  • Alternatively though this form of feedback in training sessions is normally really easy to access as no extra equipment is needed and information can be given quickly

  • During training or matches there are a number of distractions that may mean that it is difficult for you to give your coach/peer your full attention.


Other Considerations

  • As this information is given verbally and usually during a performance or training session it can be difficult to keep it as a permanent record. This makes it difficult to use this data for comparative purposes. This can be overcome by recording this information in a training diary.

  • Information can be given very quickly after the performer has completed something. This is important as it is still fresh in the performer mind and therefore it is easy to relate the information to the performance. In training this is also important as the performer can act on this feedback straight away and try to make improvements.

  • It is important to give the performer positives about their performance as well as areas to improve. Getting information about what they are doing well will increase a performer motivation and desire to improve whilst the information about how to improve will tell them what to do next.

  • It is important only to give one or two pieces of feedback at a time so that the performer is not overloaded with information. This is important so that the performer can actually focus on developing one/two things and not trying to do to much which may result in no improvements.