So far in Coaching Concepts, you have learned that providing too much feedback to athletes is actually detrimental to learning. Giving feedback after each shot does not help the bowler learn their own error detection and correction system.
Therefore, coaches need to use tested and proven ways of enhancing learning without providing continuous feedback during training. In this article, I will discuss the topic of learner-generated feedback frequency where athletes themselves determine when the coach provides feedback. With this method, coaches may be able to decrease their feedback frequency by allowing athletes to help in the training and practice process. I will also explain what research tells us the learners want and why all this information may be beneficial to learning. Finally, I will wrap up the discussion by providing suggestions for coaches when using this technique
In a standard coach-athlete relationship, the bowler practices shots and the coach provides feedback about errors in the delivery with positive reinforcement to stimulate motivation. Coaches, have you ever considered allowing your athletes to make the decision about when they want feedback? If you haven’t, hopefully after reading this article, you will incorporate this approach into your coaching.
Bowler-generated feedback frequency
One method of decreasing the amount of feedback given while still allowing the bowler to be actively involved in the feedback and training process is the bowler-generated frequency feedback approach (researchers actually call it learner-generated or self-controlled, but I have made it more bowling specific).
In the bowler-generated frequency feedback approach, the bowler asks for feedback from the coach when he wants the feedback. The athlete takes an active, rather than passive, role in how much feedback is provided. Coaches, do you ...
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