Types of Feedback

This lesson covers the six types of feedback required by the OCR GCSE PE specification (J587, Section 2.2). Feedback is information received by the performer about their performance. It is essential for learning, improvement, and motivation. OCR requires you to know six types: intrinsic, extrinsic, knowledge of performance, knowledge of results, positive, and negative. You must understand each one, know when to use it, and be able to apply it to sporting examples.

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What Is Feedback?

Feedback is information about a performance that helps the performer understand what they did, how well they did it, and what they can do to improve.

Feedback can come from:

• The performer's own body (internal feelings during the movement).
• A coach or teacher (verbal or visual information).
• The outcome of the performance (did the ball go in?).
• Technology (video playback, performance-tracking devices).

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The Six Types of Feedback

1. Intrinsic Feedback

Definition: Feedback that comes from within the performer — the internal feelings and sensations experienced during and after the movement.

Source	Example
Kinaesthetic sense	A golfer feels whether the swing was smooth or jerky
Proprioception	A gymnast senses their body position during a somersault
Muscular feedback	A rower feels tension in the correct muscles during the pull phase

How it helps:

• Allows the performer to evaluate their own performance without external input.
• Experienced performers rely heavily on intrinsic feedback because they know what the correct movement should "feel like."
• Develops self-awareness and independent learning.

Limitations:

• Beginners often cannot interpret intrinsic feedback accurately because they do not yet know what the correct movement feels like.
• The performer may have a distorted perception of their own performance.

2. Extrinsic Feedback

Definition: Feedback that comes from outside the performer — typically from a coach, teacher, team-mate, video, or the crowd.

Source	Example
Coach	"Your follow-through was too short on that shot"
Video playback	Watching a recording of your performance
Crowd reaction	Applause after a successful skill
Scoreboard	Seeing that you have scored a point

How it helps:

• Essential for beginners who cannot yet rely on their own intrinsic feedback.
• A coach can identify errors that the performer cannot feel or see.
• Video analysis provides objective evidence of performance.

Limitations:

• Over-reliance on extrinsic feedback can prevent the performer from developing their own ability to evaluate performance.
• Extrinsic feedback may be delayed (e.g. video review after the session) rather than immediate.

graph TD
    FB["Feedback"] --> INT["Intrinsic<br>(from within)"]
    FB --> EXT["Extrinsic<br>(from outside)"]
    INT --> K1["Kinaesthetic feel"]
    INT --> K2["Proprioception"]
    EXT --> C["Coach"]
    EXT --> V["Video"]
    EXT --> S["Scoreboard"]

    style FB fill:#8e44ad,color:#fff
    style INT fill:#2980b9,color:#fff
    style EXT fill:#e67e22,color:#fff

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3. Knowledge of Performance (KP)

Definition: Feedback about the quality and technique of the movement — how well the skill was performed, regardless of the outcome.

Example	Explanation
"Your elbow was too low during the shot"	The coach is commenting on the technique, not whether the ball went in
"Your body position was excellent during that dive"	Feedback about the movement quality, not the score
"Your follow-through needs to be longer"	Technical feedback about the execution of the skill

How it helps:

• Focuses on the process rather than the result.
• Helps the performer understand what to change to improve.
• Particularly important when the outcome is good but the technique is poor (e.g. a tennis shot goes in but the technique was incorrect — the performer needs to know they were lucky, not skilful).

4. Knowledge of Results (KR)

Definition: Feedback about the outcome of the performance — what the result was.

Example	Explanation
"You scored a goal"	The result of the action is the focus
"Your sprint time was 12.3 seconds"	A measurable outcome
"You won the match 3-1"	The competitive result
"Your serve was out"	Information about where the ball landed (the outcome)

How it helps:

• Provides clear, objective information about success or failure.
• Essential for motivation — knowing you achieved a goal is satisfying.
• Easy to understand — even beginners can interpret whether the ball went in or not.

Limitations:

• Does not explain why the result occurred or how to improve.
• A positive result may mask poor technique (the ball went in, but the technique was flawed).

Comparing KP and KR

Feature	Knowledge of Performance (KP)	Knowledge of Results (KR)
Focus	How the skill was performed (technique)	What the outcome was (result)
Example	"Your arm position was too high"	"Your throw was 45 metres"
Best for	Improving technique and long-term development	Motivating the performer and tracking progress
Who gives it?	Usually a coach (or intrinsic for experienced performers)	Can be self-evident (scoreboard, result) or from a coach

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5. Positive Feedback

Definition: Information about what the performer did well — reinforcing correct technique and successful outcomes.

Example	Effect
"That was an excellent pass — your weight of pass was perfect"	Reinforces the correct technique, encouraging the performer to repeat it
"Well done — you maintained your body position throughout the race"	Builds confidence and motivation
"Great tackle — your timing was spot on"	Highlights a specific strength

How it helps:

• Builds confidence — the performer feels good about what they are doing.
• Reinforces learning — correct techniques are more likely to be repeated.
• Increases motivation — praise encourages continued effort.
• Particularly important for beginners — new learners need encouragement to persist.

6. Negative Feedback

Definition: Information about what the performer did wrong or what needs to be corrected.

Example	Effect
"You dropped your shoulder before the shot — keep it level"	Identifies a specific error and provides a correction
"Your timing on the jump was too early"	Highlights what went wrong
"You need to get lower in your defensive stance"	Points to an area for improvement

How it helps:

• Identifies errors that need to be corrected.
• Provides direction for improvement — the performer knows what to change.
• More useful for experienced performers who can handle constructive criticism without losing confidence.

Risks:

• Can be demotivating for beginners if given too frequently or without positive feedback to balance it.
• May reduce confidence if the performer feels they are always being told what they did wrong.
• Should be delivered constructively — pairing it with positive feedback ("Your footwork was great, but your follow-through needs more extension").

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When to Use Each Type of Feedback

Feedback Type	Best Used When...
Intrinsic	The performer is experienced and can accurately interpret their own sensations
Extrinsic	The performer is a beginner or when an external perspective is needed (video, coach observation)
Knowledge of Performance	Developing technique and long-term skill improvement
Knowledge of Results	Motivating the performer, tracking measurable progress
Positive	Building confidence, reinforcing correct actions, encouraging beginners
Negative	Correcting errors, improving technique — best used sparingly with beginners and more frequently with experienced performers

Feedback for Beginners vs Experienced Performers

Feedback Type	Beginner	Experienced
Intrinsic	Limited — cannot yet interpret internal feelings accurately	Essential — relies heavily on "feel"
Extrinsic	Essential — needs coach input to identify errors	Still useful but should complement intrinsic feedback
KP	Important — needs to develop correct technique from the start	Very important — refining technique at the highest level
KR	Motivating — seeing results builds confidence	Important for tracking performance goals
Positive	Very important — encouragement builds confidence and persistence	Useful but can be balanced with more negative feedback
Negative	Use sparingly — too much can be demotivating	Can be used more freely — experienced performers can handle constructive criticism

graph LR
    B["Beginner"] --> P["More positive<br>feedback"]
    B --> EX["More extrinsic<br>feedback"]
    B --> KR["Knowledge of<br>results for<br>motivation"]

    E["Experienced"] --> N["More negative<br>feedback<br>(constructive)"]
    E --> IN["More intrinsic<br>feedback"]
    E --> KP["Knowledge of<br>performance for<br>technique"]

    style B fill:#2ecc71,color:#fff
    style E fill:#e67e22,color:#fff

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Common Exam Mistakes