Feedback in Sport (OCR GCSE Physical Education (PE)): Revision Note

Exam code: J587

Emma Mulhern

Written by: Emma Mulhern

Reviewed by: Ruth Brindle

Updated on

Types of feedback

  • Feedback is the information that a performer receives before, during or after a performance 

  • It usually comes from the coach but can come from the performers themselves 

  • Feedback can motivate, reinforce learning, or help to improve a performance

  • For feedback to be beneficial it is important that it is precise, accurate, and comes in a timely manner

  • Feedback can be: 

    • Positive/negative 

    • Knowledge of results/knowledge of performance 

    • Extrinsic/intrinsic 

Positive/negative feedback 

  • Positive feedback is praise following a successful outcome and explains what a performer is doing right

    • E.g. "Excellent follow-through on that shot"

  • Negative feedback is received when the movement is incorrect or unsuccessful; this type of feedback should involve: 

    • Telling a performer exactly what is incorrect about an action 

    • Discussion of how to correct the action for the future 

      • E.g. "Next time using that shot keep your elbow tucked in"

Knowledge of results/knowledge of performance feedback 

  • Knowledge of results (KR) is feedback about the outcome or the end result of a performance e.g. 

    • The score at the end of a football match 

    • The position of a performer in a swimming race 

    • A goalkeeper in football saving the penalty 

  • Knowledge of performance (KP) feedback focuses on the individual and technical elements of a performance e.g. 

    • The follow through when throwing javelin 

    • The timing of a forehand stroke in tennis 

    • How clean a landing is after a vault performance in gymnastics 

  • KR tends to work well with beginners as they do not have the knowledge to interpret technical feedback. They can simply be told if their effort was successful or not however they may be demotivated by results if they often lose against more experienced performers 

  • KP is best for more experienced or elite performers who have the kinaesthetic awareness and know what a good performance feels like

Extrinsic/intrinsic feedback 

  • Extrinsic feedback comes from external sources, e.g. a coach, teammates or the reactions of a crowd 

    • E.g. a hockey player sees that ball hit the back of the net and then hears their coaches shouting praise from the sideline

  • Intrinsic or kinaesthetic feedback comes from within the performer and is received via the proprioceptors in the muscles e.g. did the skill 'feel' right? 

    • E.g. a badminton player when performing a smash shot will feel if they have struck the shuttle well

  • Extrinsic feedback tends to be more valuable to beginners as they may not have enough knowledge or experience to determine the quality of their own performance 

  • Elite performers can interpret intrinsic feedback and self-correct quickly but may have to combine both extrinsic and intrinsic feedback to improve their performance

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Emma Mulhern

Author: Emma Mulhern

Expertise: Content Writer

Emma is currently Head of Physical Education at her school, with over 14 years’ experience in education, specialising in GCSE and A-level teaching across multiple exam boards. Alongside her teaching, she has worked as an examiner at both GCSE and A-level, giving her a detailed understanding of assessment criteria and what students need to succeed. This insight enables her to support students in mastering key content and exam technique, helping them maximise their potential and achieve outstanding results.

Ruth Brindle

Reviewer: Ruth Brindle

Expertise: Biology Content Creator

Ruth graduated from Sheffield University with a degree in Biology and went on to teach Science in London whilst also completing an MA in innovation in Education. With 10 years of teaching experience across the 3 key science disciplines, Ruth decided to set up a tutoring business to support students in her local area. Ruth has worked with several exam boards and loves to use her experience to produce educational materials which make the mark schemes accessible to all students.