The assignment that we conducted allowed us to gain experience in recognizing, identifying, and evaluating the effectiveness of feedback used by coaches, therapists, etc. The activity setting that I chose to analyze was a volleyball class taught by Mr. Hightower. The class consisted of around twelve college students, ranging from well skilled to low developed skills.
When categorizing the types of feedback listed I was able to place a situation in the class into each of the categories. Intrinsic feedback examples were when a student served the volleyball and waited to see where the ball landed on the other side of the net. Another example was when a student sets the ball to the person on the right side and they wait to see if the set was accurate enough for a solid spike.
Examples of extrinsic would be when the coach explained to a person serving the ball that they must reach their arm further back when serving in order to create more of a spin on the ball. Another example would be the coach saying "nice" bump after a person bumped the ball to a person who then scored a point.
Examples of KR was when a person observed that the ball was served roughly three feet out of bounds on the right side. Another would be that after the ball is bumped the instructor says bend your knees more and hit the ball squarely with both forearms. Examples of KP was when after a person served the ball in bounds, the instructor stated that the person had their hand flat and the ball hit the finger tips not the heel of the hand. Hitting the heel of the hand makes the serve more effective. Another example is after a person set the ball, the instructor said not to junp when setting but only to bend elbows to a ninety degree angle.
Examples of Descriptive was when the instructor explains to a student that they swung too early after throwing up the volleyball for a serve. Another was when the instructor told the student that they did not turn their body to face the person to the left side when they were setting the ball to that person.
Examples of prescriptive was when a person set the ball incorrectly during a group practice drill. The instructor explained to the person that they must place their arms into a ninety degree angle and bend the elbows, and touch the ball with the fingers not with the palm of the hand. Another example was when a person spiked the ball into the net and Mr. Hightower said that next time take two steps, long strides and set both feet, then jump before the ball is spiked to correct the form.
Discussion: Motivation-A particular girl in the class was struggling with the overhand serve much more than the others in the class. The instructor kept encouraging her, saying that she was improving and had done a good job. The teacher used personal examples and took the girl aside from the class to work on the serve more. The instructor gave one on one advice to the student and provided her with much positive feedback that motivated her.
Reinforcement- One very athletic student in the class spiked the ball very, very hard and scored a point, then the teacher shouted great job to the student. As stated in the book, this type of reinforcement increases the likelihood that this excellent spike will happen again.
Information- Since this class focused a lot on spiking, the students were in two lines spiking from both sides. The foot work was very important for this task. A person was only taking one step then jumping to spike the ball, and the instructor explains that they should take two large leaps then jump up. And when landing it was like squashing two bugs then jumping up to spike.
Dependence-No example-A realistic example would be when a person serves in tennis and they begin to rely on the coach to give them feedback after each serve and in a performance situation they depend on this feedback in order to perform adequately.
Overall, this was an informative lab which gave us an increased knowledge of feedback systems and categorization which will be helpful for those pursuing careers in physical therapy or coaching. These careers use feedback constantly in order to have positive results.
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