1. Sports Psychology
4.4 Guidance and feedback

2. Do Now
Discuss with a partner your experience of feedback in GCSE PE practical over the last few lessons.
Make brief notes and remember to include how it was relevant to your sport (AO2) and why it was useful (AO3).
Students hand in home learning from last week.

3. Learning Challenges
Describe the different types of guidance and feedback. 1
Apply the different types of guidance and feedback to a range of activities. 2
Evaluate feedback. 3

4. AO1: Knowledge and understanding
Guidance: a method of conveying information to a performer. Guidance can be visual, verbal, manual or mechanical.
Feedback: information a performer receives from within.
Different types of guidance are often used in combination, e.g. visual and verbal.
Types of feedback
Negative
Intrinsic
Positive
Performance related
Extrinsic
Results related
All students should define all key terms (AO1)
Visual – guidance that can be seen, e.g. live demonstration.
Verbal – guidance that can be heard, e.g. coach conversation.
Manual – guidance that can be felt, e.g. coach physically correcting/adjusting technique.
Mechanical – guidance using aids and other objects, e.g. a float in swimming.

5. AO2: Apply knowledge and understanding
Read about each type of guidance.
How appropriate are they for the following:
Badminton beginner
Gymnastics beginner
Football club player
Netball club player
Elite triple jumper
Advanced golfer
Complete worksheet 4.5
Challenge:
Reflect on your own experience of receiving guidance. Which was most/least useful and why?
All students should be able to apply the types of guidance to the different sports/activities.
Students may record the most and least appropriate guidance for each activity or have group discussions/class discussions.

6. AO3: Analyse and evaluate
Teacher Support
What are guidance and feedback?
When are different types of guidance appropriate?
What are the advantages and disadvantages of different types of feedback?
Textbook and Worksheet
Complete worksheet 4.6, using the textbook.
Information collection
Read the information around the room to identify the advantages and disadvantages of different types of feedback.
Record your learning on worksheet 4.6 or in your book.
Exam Question Practice
Katie is a newly qualified PE teacher at a primary school. She is using verbal guidance in her teaching.
Discuss the suitability of verbal guidance when teaching at a primary school. (4 marks)
Explain how visual guidance may help in the learning of a new skill. (3 marks)
Using an example, explain how ‘intrinsic knowledge of performance’ is different from ‘extrinsic knowledge of results’. (4 marks)
Extension: Use the mark scheme to validate your answer
Students select one or more activities.
Copy the feedback pages from the textbook and stick around the room.
Award one mark for each of the following points up to a maximum of four marks.
Not suitable (sub-max 3 marks)
•        As primary school children are likely to be beginners, they would predominantly need visual guidance more than verbal (1)
•        If verbal guidance is used on its own, the group might not be able to build up a mental image to understand the skills being taught / might not have seen it before as they are young (1)
•        Group might not develop a ‘feel’ for moves through verbal guidance as they might need manual / mechanical as well / accept practical example, eg. haven’t experienced a somersault before (1)
•        Verbal guidance could be too complex for some young children / terminology may confuse them / could cause overload of information (1)
•        It could be difficult to deliver effective verbal guidance in a school sports hall so will not allow the students to learn (1)
Suitable (sub-max 3 marks)
•        If the verbal guidance is simple and easy to understand for the primary children it could allow them to learn / may work in a hall that allows easy delivery of verbal guidance (1)
•        If it is delivered as terminal feedback straight after the movement, this would suit young children / beginners as they can concentrate on producing a movement (1)
•        Verbal commands could encourage the children to try things out and learn from each other (1)
•        Students can receive feedback (verbally) that matches their ability, eg. beginner receiving positive feedback (1)
•        Would work well for most primary school children if it is mixed with visual guidance / see and hear (1)
Accept any other suitable discursive point around the suitability of verbal guidance when teaching at primary school. Answers must be linked to the context of a primary school and evaluate the relative importance of verbal guidance in a reasoned argument.
Award three marks for explaining how visual guidance may help in the learning of a new skill.
•        The learner can see the perfect model or correct technique.
•        The learner is able to copy or repeat the skill.
•        The learner forms a mental image of the skill.
•        The learner picks up key cues.
•        The learner understands various signals and gestures.
•        Visual guidance is the most effective when learning a new skill.
Accept any other suitable response.
Award one mark for an explanation of each term and two further marks for an example which demonstrates an understanding of the differences between the terms.
•        Intrinsic knowledge of performance – form of internal feedback during a performance or how well the player feels or senses they are performing.
•        Eg a tennis player hitting the ball feels that good contact is made (hitting the sweet spot).
•        Extrinsic knowledge of results – a form of external feedback at the end of a performance or the outcome of the performance.
•        Eg a tennis player sees the ball land in the court / they win the point / the crowd cheers / winning or losing / success or failure.
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7. Home Learning
Watch a sporting event of your choice and identify the various ways that performers receive feedback.
AO2: What types feedback?
AO3: What is the impact of the feedback on the performer?
Share a link and analysis on the class forum.

8. Assessment
AO1: Describe the different types of guidance and feedback. 1
AO2: Apply the different types of guidance and feedback to a range of activities. 2
AO3: Evaluate feedback. 3
Students reflect on learning

9. Glossary terms
Guidance: a method of conveying information to a performer. Guidance can be visual, verbal, manual or mechanical.
Feedback: information a performer receives from within.