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HMS, BM 2015 HSC 6 MC

What type of feedback occurs when an athlete receives a score at the conclusion of a gymnastics routine?

  1. Intrinsic
  2. Concurrent
  3. Knowledge of results
  4. Knowledge of performance
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\(C\)

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  • C is correct: Score feedback represents knowledge of results about outcome.

Other Options:

  • A is incorrect: Intrinsic feedback comes from within the performer.
  • B is incorrect: Concurrent feedback occurs during the performance, not after.
  • D is incorrect: Knowledge of performance relates to technique, not scores.

HMS, BM 2019 HSC 10 MC

Immediately after taking a kick at goal, the player turns to the team confident of having made a successful kick.

What type of feedback is the player experiencing?

  1. Knowledge of results, internal feedback
  2. Knowledge of results, external feedback
  3. Knowledge of performance, internal feedback
  4. Knowledge of performance, external feedback
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\(C\)

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  • C is correct: Player’s confidence about technique quality represents internal knowledge of performance.

Other Options:

  • A is incorrect: Player doesn’t know actual result yet, only feels performance quality.
  • B is incorrect: Feedback comes from internal sensations, not external sources.
  • D is incorrect: External feedback would come from coaches or spectators.

♦♦ Mean mark 49%.

HMS, BM 2021 HSC 10 MC

At the end of a game, a netball coach gives the goal shooter the following feedback.

'You made a lot of technical errors when shooting today. Next time remember to relax and focus on your wrist action when shooting for goal.'

What type of feedback is being given?

  1. Internal
  2. Concurrent
  3. Knowledge of results
  4. Knowledge of performance
Show Answers Only

\(D\)

Show Worked Solution
  • D is correct: Feedback focuses on technique and movement quality → performance.

Other Options:

  • A is incorrect: Internal feedback comes from within the performer.
  • B is incorrect: Concurrent feedback occurs during skill execution.
  • C is incorrect: Knowledge of results relates to outcome success.

HMS, BM 2021 HSC 27

Explain why the performance elements of decision-making and strategic and tactical development should be introduced to athletes at the associative stage of skill acquisition. Provide examples to support your answer.   (8 marks)

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  • The associative stage represents the optimal time for introducing complex performance elements because athletes have developed fundamental skill execution during the cognitive stage. Athletes at this stage demonstrate consistent basic technique, allowing them to focus attention on higher-order performance concepts without overwhelming their processing capacity.
  • Decision-making skills develop effectively at the associative stage because athletes possess sufficient motor control to implement choices quickly. For example, a basketball player can now focus on reading defensive formations and selecting appropriate passing options rather than concentrating solely on ball-handling technique. Introducing decision-making earlier would result in information overload and increased errors because athletes lack the automated movement patterns necessary for split-second choices.
  • Strategic and tactical development becomes appropriate when athletes can execute skills with reduced conscious control. Football players at this stage can understand positional play and team formations because their basic skills like passing and receiving are becoming automatic. Early tactical introduction would prove ineffective since cognitive-stage athletes must dedicate full attention to skill execution rather than team strategy.
  • The associative stage enables game-sense development through realistic practice scenarios. Athletes can now participate in small-sided games and decision-making drills because they possess the technical foundation to apply tactical concepts. Consequently, they develop the ability to anticipate opponents’ actions and make strategic adjustments during competition.
  • Performance elements introduced at this stage result in enhanced competitive success because athletes can integrate technical skills with tactical awareness seamlessly.
Show Worked Solution
  • The associative stage represents the optimal time for introducing complex performance elements because athletes have developed fundamental skill execution during the cognitive stage. Athletes at this stage demonstrate consistent basic technique, allowing them to focus attention on higher-order performance concepts without overwhelming their processing capacity.
  • Decision-making skills develop effectively at the associative stage because athletes possess sufficient motor control to implement choices quickly. For example, a basketball player can now focus on reading defensive formations and selecting appropriate passing options rather than concentrating solely on ball-handling technique. Introducing decision-making earlier would result in information overload and increased errors because athletes lack the automated movement patterns necessary for split-second choices.
  • Strategic and tactical development becomes appropriate when athletes can execute skills with reduced conscious control. Football players at this stage can understand positional play and team formations because their basic skills like passing and receiving are becoming automatic. Early tactical introduction would prove ineffective since cognitive-stage athletes must dedicate full attention to skill execution rather than team strategy.
  • The associative stage enables game-sense development through realistic practice scenarios. Athletes can now participate in small-sided games and decision-making drills because they possess the technical foundation to apply tactical concepts. Consequently, they develop the ability to anticipate opponents’ actions and make strategic adjustments during competition.
  • Performance elements introduced at this stage result in enhanced competitive success because athletes can integrate technical skills with tactical awareness seamlessly.

♦ Mean mark 53%.

HMS, BM EQ-Bank 608

Compare and contrast knowledge of results and knowledge of performance feedback types, explaining which is more appropriate for different stages of learning. Provide examples to support your answer.   (5 marks)

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Sample Answer

  • Knowledge of results focuses on outcome (success/failure) while knowledge of performance addresses technique quality.
  • Knowledge of performance is more critical for cognitive stage learners who need technique development before result focus.
  • Example: beginning tennis player needs feedback on grip and swing path (performance) rather than just whether the ball went in (results).
  • Knowledge of results becomes increasingly valuable in associative stage as technique foundations are established.
  • Elite athletes in autonomous stage benefit from integrated approach using both types to maintain technique while optimising outcomes.
  • Knowledge of performance requires more expert observer input while results can often be self-assessed.
  • Example: shot put distance (results) is easily measured, while proper weight transfer technique (performance) requires coach expertise.
  • Recreational athletes might focus primarily on knowledge of results if participation is focused on enjoyment rather than technical mastery.
Show Worked Solution

Sample Answer 

  • Knowledge of results focuses on outcome (success/failure) while knowledge of performance addresses technique quality.
  • Knowledge of performance is more critical for cognitive stage learners who need technique development before result focus.
  • Example: beginning tennis player needs feedback on grip and swing path (performance) rather than just whether the ball went in (results).
  • Knowledge of results becomes increasingly valuable in associative stage as technique foundations are established.
  • Elite athletes in autonomous stage benefit from integrated approach using both types to maintain technique while optimising outcomes.
  • Knowledge of performance requires more expert observer input while results can often be self-assessed.
  • Example: shot put distance (results) is easily measured, while proper weight transfer technique (performance) requires coach expertise.
  • Recreational athletes might focus primarily on knowledge of results if participation is focused on enjoyment rather than technical mastery.

HMS, BM EQ-Bank 606

Describe TWO ways knowledge of results feedback could benefit a recreational basketball player. Provide specific examples.   (3 marks)

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  • Knowledge of results provides clear outcome information that can motivate improvement through tangible progress markers.
    • Example: tracking free throw shooting percentage over time shows improvement and encourages continued practice.
  • Knowledge of results helps recreational players identify specific situations where their skills need development.
    • Example: noticing consistently missed shots from the left side of the court indicates a specific area needing practice.
  • Knowledge of results can help recreational players set appropriate and measurable goals for their practice sessions.
Show Worked Solution
  • Knowledge of results provides clear outcome information that can motivate improvement through tangible progress markers.
    • Example: tracking free throw shooting percentage over time shows improvement and encourages continued practice.
  • Knowledge of results helps recreational players identify specific situations where their skills need development.
    • Example: noticing consistently missed shots from the left side of the court indicates a specific area needing practice.
  • Knowledge of results can help recreational players set appropriate and measurable goals for their practice sessions.