Feedback in skill learning: WACE Physical Education Studies Unit 3
“Explain the types of feedback and their functions and apply appropriate feedback to learners at different stages”
Feedback is information about performance. Intrinsic feedback comes from the performer's own senses, while augmented (extrinsic) feedback is added by a coach. Knowledge of results tells the outcome; knowledge of performance tells how the movement was done. Feedback motivates and corrects errors. Beginners need frequent, simple, positive augmented feedback, while advanced learners rely more on their own intrinsic feedback.
What this dot point is asking
WACE expects you to define the types of feedback, state their functions, and explain how a coach matches feedback to the learner's stage. Applying the right feedback to a named learner is the scoring task.
Intrinsic and augmented feedback
Intrinsic feedback is the information a performer receives from their own body and senses during and after a movement, such as the feel of a balanced landing or seeing where a shot went. Augmented (or extrinsic) feedback is additional information provided from outside, usually by a coach, video or scoreboard, on top of what the performer senses. Augmented feedback is vital for beginners who cannot yet interpret their own intrinsic feedback accurately.
Knowledge of results and knowledge of performance
Knowledge of results is feedback about the outcome of the movement, such as whether the goal was scored or the time achieved. Knowledge of performance is feedback about the quality of the movement that produced the outcome, such as the technique of the kick. Beginners benefit from knowledge of results to know whether they succeeded, while improving the movement requires knowledge of performance about technique.
Knowledge of results tells the learner what happened (in or out, fast or slow), but it does not explain why. Knowledge of performance describes the movement itself and is what allows a learner to refine technique. As a learner moves into the associative stage, the coach shifts toward knowledge of performance, because the goal is no longer just succeeding but improving the way the skill is executed.
Positive and negative feedback
Positive feedback praises correct aspects of performance, reinforcing them and building motivation and confidence, which is especially important for beginners. Negative feedback identifies errors so they can be corrected, which is useful for more advanced learners who can act on it without losing confidence. Effective coaches balance the two, leading with positives for beginners and adding precise corrections as the learner matures.
The functions of feedback
Feedback serves two main functions. It motivates, encouraging the learner to continue and try again, and it corrects, providing the information needed to change and improve the movement. Well timed feedback also reinforces correct performance so it is repeated. Too much feedback can overload a beginner or create dependence, so the amount is managed.
Matching feedback to the stage of learning
In the cognitive stage the learner cannot interpret their own performance well, so the coach provides frequent, simple, positive augmented feedback, mainly knowledge of results, on the main idea of the skill. In the associative stage the coach provides more specific knowledge of performance to refine technique, with a mix of positive and corrective feedback. In the autonomous stage the performer relies heavily on their own intrinsic feedback, and augmented feedback becomes less frequent and more technical, often delivered after performance.
Adjusting feedback by stage
A marker wants feedback matched to each learner. Model answer: For a beginner high jumper, the coach gives frequent, simple, positive augmented feedback, mostly knowledge of results, telling the learner whether they cleared the bar and praising the parts done well, because the beginner cannot yet judge their own technique. For an expert, the coach relies on the athlete's own intrinsic feedback and adds occasional, detailed knowledge of performance, such as a small correction to the run up angle, delivered after the jump. The type, depth and frequency of feedback are matched to the stage of learning.
How this maps to the exam
A question gives a learner and asks what feedback to provide and why. Name the feedback types (intrinsic or augmented, results or performance, positive or negative), state their function, and match them to the learner's stage. Justifying frequency and depth by stage shows full command.
Students sometimes recommend detailed knowledge of performance for beginners, but cognitive stage learners are overwhelmed by technical detail and benefit more from simple, frequent, positive feedback and knowledge of results. Reserve detailed technical knowledge of performance for associative and autonomous learners who can process and act on it. Match the depth of feedback to what the learner can use.
Exam-style questions
Questions in the style of SCSA exam questions on this dot point, each with a worked answer. They are written by ExamExplained unless tagged "Past paper"; the year shows the paper a question is modelled on.
WACE 2021-style6 marksA coach is teaching a complete beginner a tennis serve and, separately, refining the serve of an advanced player. Explain how the type, frequency and timing of feedback should differ between the two learners, with reference to the stages of learning.Show worked answer →
A 6 mark answer needs feedback tailored to each learner and linked to the stage of learning.
- Beginner (cognitive stage)
- The learner cannot yet detect their own errors, so external feedback dominates. Use frequent, simple feedback focused on one major fault at a time, mostly augmented knowledge of performance (about technique) and positive reinforcement to maintain motivation. Provide it soon after attempts.
- Advanced player (autonomous stage)
- The player can largely detect their own errors using intrinsic (kinaesthetic) feedback, so external feedback is reduced and more precise, focusing on fine technical detail and knowledge of results (such as serve accuracy data). Less frequent feedback avoids dependence.
- Why it differs
- Early learners rely on the coach because they lack a reference; skilled performers internalise feedback, so the coach steps back to build self-sufficiency.
Markers reward frequent simple external feedback for the beginner, reduced precise feedback with intrinsic emphasis for the advanced player, and the link to cognitive versus autonomous stages.
WACE 2023-style4 marksDistinguish between knowledge of results and knowledge of performance, and explain why both are useful to a learner.Show worked answer →
A 4 mark answer needs both defined and their usefulness explained.
- Knowledge of results (KR)
- Information about the outcome of a movement, such as whether the shot went in or the time recorded. It tells the learner what happened.
- Knowledge of performance (KP)
- Information about the quality of the movement itself, such as technique or body position. It tells the learner how the movement was produced.
- Why both help
- KR motivates and confirms success or failure, while KP guides the learner on how to change the action to improve the outcome. Together they let a learner know both whether and how to adjust.
Markers reward the outcome-versus-technique distinction and the point that KR shows what happened while KP shows how to improve.