Analyse how different types of feedback affect a learner’s progress through the stages of skill acquisition. Provide examples to support your answer. (8 marks)
--- 24 WORK AREA LINES (style=lined) ---
Overview Statement:
- Different feedback types interact with learner characteristics at each skill acquisition stage.
- Beginners require external coaching feedback, while skilled performers rely on internal feel, and timing determines learning effectiveness.
Component Relationship 1:
- External delayed feedback strongly supports cognitive stage learners acquiring basketball dribbling skills. This leads to coaches providing knowledge of results after practice attempts, informing beginners about successful repetitions. The delayed timing enables learners to process technical corrections without overwhelming their limited attention capacity. This relationship shows that external guidance prevents error reinforcement and promotes correct technique development. Therefore, cognitive stage learners depend on external feedback sources to understand skill requirements and progress towards the associative stage more efficiently.
Component Relationship 2:
Internal concurrent feedback becomes increasingly important as learners advance through associative to autonomous stages. This occurs because experienced performers develop kinaesthetic awareness during skill execution. A tennis player relies on feel and proprioception during stroke production, enabling immediate self-correction. This interaction allows autonomous performers to maintain consistency without external intervention. Consequently, over-reliance on external feedback at advanced stages can disrupt automatic movement patterns and hinder performance refinement.
Implications and Synthesis:
These relationships demonstrate that feedback effectiveness depends on matching type and timing to learner developmental stage. The significance is that inappropriate feedback can impede skill acquisition progress, while optimal feedback combinations accelerate learning transitions between stages.
Overview Statement:
- Different feedback types interact with learner characteristics at each skill acquisition stage.
- Beginners require external coaching feedback, while skilled performers rely on internal feel, and timing determines learning effectiveness.
Component Relationship 1:
- External delayed feedback strongly supports cognitive stage learners acquiring basketball dribbling skills. This leads to coaches providing knowledge of results after practice attempts, informing beginners about successful repetitions.
- The delayed timing enables learners to process technical corrections without overwhelming their limited attention capacity. This relationship shows that external guidance prevents error reinforcement and promotes correct technique development.
- Therefore, cognitive stage learners depend on external feedback sources to understand skill requirements and progress towards the associative stage more efficiently.
Component Relationship 2:
- Internal concurrent feedback becomes increasingly important as learners advance through associative to autonomous stages. This occurs because experienced performers develop kinaesthetic awareness during skill execution.
- A tennis player relies on feel and proprioception during stroke production, enabling immediate self-correction. This interaction allows autonomous performers to maintain consistency without external intervention.
- Consequently, over-reliance on external feedback at advanced stages can disrupt automatic movement patterns and hinder performance refinement.
Implications and Synthesis:
- These relationships demonstrate that feedback effectiveness depends on matching type and timing to learner developmental stage.
- The significance is that inappropriate feedback can impede skill acquisition progress, while optimal feedback combinations accelerate learning transitions between stages.