Providing Effective Feedback
Feedback is essential to development. It promotes understanding, helps correct mistakes before they become habits, reinforces positive behaviors, and encourages desirable movements and board performance, thereby assisting goal achievement. Te instructor:
■ Provides specific and timely feedback, relevant to the task and the goal of each student.
■ Explains the purpose of feedback, to help students’ development, effectiveness, or decision-making.
■ Establishes trust to ensure that the feedback is perceived as having the students’ best interest in mind.
■ Works to understand the students’ perspective and perceptions of the sport. ■ Employs intrinsic and extrinsic cues throughout the lesson. ■ Provides the appropriate mix of corrective versus reinforcing feedback. ■ Delivers feedback to match the learning style.
Feedback should be objective, descriptive, and informative – and facilitate understanding of current performance. Rather than saying a student did something “good” or “bad,” explain with equal detail what was effective or ineffective about his or her performance of the task. If the student is still having difficulty, offer options for improving effectiveness or cycle back to an earlier part of the motor learning plan.
For feedback to be effective, it must be given in a safe and collaborative environment that is conducive to learning. Pay attention to what students say and how they say it. Ask questions to discover their view of the sport, and then make sure they feel under- stood, accepted, and validated. By inviting students to shape the feedback process, instructors can avoid seeming threatening or intimidating in this part of the process. Students may see you as a power figure, so balance the power by sharing decisions and control.
Experienced instructors provide both intrinsic and extrinsic cues throughout the lesson. Auditory (extrinsic) cues include explanations and associated sounds. Kinesthetic (intrinsic) cues include feelings or sensations that occur during the attempted performance of the task. Offering insights about what to move and when, and how riding should feel, helps students guide their own future practice. Teach students to be patient with this process, as it takes time to discern between subtle movement differences. Make sure to deliver the feedback in a way your student will understand. Incorporate the Kolb Learning Styles from the assessment portion of the Teaching Cycle to deliver feedback in a way that resonates with the student. Tis improves the connection between your feedback and the student. If the learner is visual, use language such as “look,” “see,” “picture this,” and “watch me.” If the learner is auditory, use language such as “listen,” “hear,” “sound,” and “resonate.” If the learner is kinesthetic, use words such as “feel,” “touch,” “grasp,” and “move.”
98 AASI SNOWBOARD TECHNICAL MANUAL
TheSnowPros.org
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