Types of Feedback

This lesson covers the types of feedback used in sport as required by AQA GCSE PE specification 3.2.1. Feedback is the information a performer receives about their performance, either during or after the activity. Understanding the different types of feedback and knowing which are most appropriate for beginners and elite performers is a key part of the sports psychology topic.

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What Is Feedback?

Feedback is information received by a performer about their performance. It helps them to:

• Understand what they did well and what needs improving.
• Make corrections and adjustments.
• Stay motivated.
• Build experiences in long-term memory for better decision making in the future.

Feedback can be received during the performance (concurrent feedback) or after the performance (terminal feedback). AQA focuses on three pairs of feedback types.

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The Three Pairs of Feedback

Pair 1: Positive and Negative Feedback

Type	Definition	Purpose	Example
Positive feedback	Information about what the performer did well	To reinforce correct technique and motivate the performer	"Excellent follow-through on that shot — keep doing that"
Negative feedback	Information about what the performer did incorrectly or needs to improve	To help the performer identify and correct errors	"Your elbow was too low on that serve — try to keep it above shoulder height"

Key Points:

• Positive feedback is especially important for beginners because it builds confidence, maintains motivation, and reinforces correct actions. Beginners need encouragement to persevere.
• Negative feedback is more appropriate for experienced performers who have the skills and understanding to use it constructively. An elite performer can handle being told what went wrong without losing motivation.
• A good coach uses a combination of both — even when giving negative feedback, they should sandwich it with positive comments (sometimes called the "feedback sandwich").

Exam Tip: Do not confuse "negative feedback" with "criticism." Negative feedback is constructive — it tells the performer what to correct and how. It is not about being harsh or unkind.

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Pair 2: Knowledge of Results and Knowledge of Performance

Type	Definition	Focus	Example
Knowledge of results (KR)	Information about the outcome of the performance	What happened	"You won the race" or "Your long jump measured 4.2 metres"
Knowledge of performance (KP)	Information about the quality of the movement itself, regardless of the outcome	How it was done	"Your take-off angle in the long jump was too flat — you need to drive upwards more"

Key Points:

• Knowledge of results is easy for the performer to see for themselves (the ball went in the goal, the time on the stopwatch, the score on the board). It is particularly useful for beginners because it is simple to understand and provides immediate motivation.
• Knowledge of performance is more detailed and technical. It requires the performer (or coach) to analyse the movement pattern, not just the result. It is more useful for experienced performers who already achieve good results but want to refine their technique.

Sporting Example: A swimmer finishes a 100m race in 1 minute 5 seconds (knowledge of results). The coach then explains that the swimmer's tumble turn was slow and their breathing pattern was inefficient (knowledge of performance).

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Pair 3: Intrinsic and Extrinsic Feedback

Type	Definition	Source	Example
Intrinsic feedback	Information from within the performer's own body — the physical feeling or sensation of the movement	Internal (proprioceptors, kinaesthetic sense)	A tennis player knows the backhand felt smooth and well-timed
Extrinsic feedback	Information from an external source — a coach, video replay, crowd reaction, results board	External	A coach says "Your hip rotation was excellent on that throw"

Key Points:

• Intrinsic feedback is more useful for experienced performers because they have developed a strong kinaesthetic awareness — they can "feel" when a movement is right or wrong. A beginner may not yet know what a correct movement should feel like.
• Extrinsic feedback is more useful for beginners because they rely on external sources (especially a coach) to tell them what they are doing correctly and what needs improvement.

Exam Tip: A common question asks you to explain why extrinsic feedback is important for beginners. The answer is that beginners have not yet developed the kinaesthetic awareness needed to assess their own performance, so they rely on a coach or teacher to provide external information.

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Summary Table: All Six Feedback Types

Feedback Type	Definition	Best For	Why
Positive	What was done well	Beginners	Builds confidence and motivation
Negative	What needs correcting	Experienced performers	They can use it constructively without losing motivation
Knowledge of Results	The outcome (score, time, win/loss)	Beginners	Simple to understand; provides clear motivation
Knowledge of Performance	The quality of the movement	Experienced performers	Helps refine technique beyond just the result
Intrinsic	Internal feeling of the movement	Experienced performers	They can "feel" correct technique
Extrinsic	Information from external sources	Beginners	They need a coach to tell them what is right and wrong

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Feedback Decision Tree

graph TD
    A["Performer completes a skill"] --> B{"Is the performer a beginner or experienced?"}
    B -->|Beginner| C["Prioritise:<br/>• Positive feedback<br/>• Knowledge of results<br/>• Extrinsic feedback"]
    B -->|Experienced| D["Can also use:<br/>• Negative feedback<br/>• Knowledge of performance<br/>• Intrinsic feedback"]
    C --> E["Why? Beginners need confidence,<br/>simple information, and<br/>external guidance"]
    D --> F["Why? Experienced performers<br/>can handle criticism, analyse<br/>technique, and feel correct movement"]

    style A fill:#2c3e50,color:#fff
    style B fill:#8e44ad,color:#fff
    style C fill:#2980b9,color:#fff
    style D fill:#27ae60,color:#fff
    style E fill:#3498db,color:#fff
    style F fill:#2ecc71,color:#fff

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Applying Feedback Types to Sporting Examples

Example 1: Beginner Netball Player

A Year 7 student has just attempted a chest pass in netball.

Feedback Type	Example	Why This Is Appropriate
Positive	"Well done — you stepped forward into the pass, which gave it more power."	Builds confidence and reinforces correct technique
Knowledge of results	"The ball reached your partner — that's a successful pass."	Simple, clear information the beginner can understand
Extrinsic	The PE teacher says: "Next time, try to release the ball at chest height rather than above your head."	The beginner cannot yet feel the difference, so external guidance is needed

Example 2: Elite 400m Sprinter

An elite athlete has just completed a 400m race in training.

Feedback Type	Example	Why This Is Appropriate
Negative	"You started too fast in the first 100m and faded in the final straight — you need to pace your effort better."	The elite performer can use this analysis to adjust race strategy
Knowledge of performance	"Your arm drive was efficient in the first 200m but broke down in the final 100m as you fatigued."	Helps the athlete refine technique, not just look at the time
Intrinsic	The athlete says: "I could feel my form deteriorating after the 300m mark."	The experienced performer can identify errors through kinaesthetic awareness

Example 3: Intermediate Badminton Player

A GCSE PE student is working on their overhead clear.

Feedback Type	Example	Why This Is Appropriate
Positive	"Your footwork to get behind the shuttle was really good."	Maintains motivation while the student works on a developing skill
Knowledge of results	"The shuttle landed deep in the back of the court — that's exactly where you want it."	Gives a clear outcome to aim for
Knowledge of performance	"Try to contact the shuttle at its highest point to generate more power."	Starts to introduce technical detail as the performer progresses
Extrinsic	The teacher provides a demonstration alongside verbal feedback.	Combines visual and verbal guidance with feedback

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Common Exam Mistakes