Enhancing Skating Learning
San Diego Figure Skating Communications
a non-profit educational organization
Effective Feedback -
from Athletes to Coaches &
Coaches to Athletes
do you verify if you are a successful communicator?
Feedback is used by teachers
and coaches to determine if
the transfer of knowledge has occurred
There are three
primary reasons for providing feedback to individual athletes and teams:
Skaters generally know if
they skated well
for them compared to practice session. There may be a difference
between how well they think they skated and the evaluation of the
judges. In a test, the skater and coach will receive a copy of the
judge's sheets. A coach can receive additional feedback from the judges
at the test session or contact them later if time does not allow an
opportunity when test schedules are very tight. It is important
for a coach to use the judge's comments to modify the emphasis on
lessons to correct errors even if the test passed.
Judges briefly see the
performance from which they
form perceptions they use to base their marks. While they point out
problems and identify strengths/weaknesses, they can not be expected to
provide detailed comments. Coaches can arrange for a judge to critique
the skater for an in-depth analysis.
Anyone familiar with instructional design, constructs a course outline by stating objectives, including how the objectives will be accomplished, and the methods that will be used to evaluate how well the objectives have been met. Formal educational courses include prerequisite courses for enrolling in advanced courses. A sports program such follow such a prerequisite skill requirements suitable for a specific sport:
Coaches may think they are communicating the necessary information, but unless they have a way of having involving the athletes in a dialog - there may be a serious communications gap. Too many coaches determine their effectiveness by how well the athletes perform under stress in competitive events. It is more work to attempt to evaluate how the athletes implement the coach's knowledge in practice sessions and especially those that simulate competitive events.
However, the earlier a coach can identify physical and mental areas that require correction can prevent errors technique from becoming converted into long term automatic muscle memory skills. There are different ways to evaluate how well the information has been communicated:
This technology is helpful to point out both negative and positive features. Establish a video archive to demonstrate progress over several months. Schedule special off-ice time to review individual skater's progress. Don't over use as this tends to overwhelm younger skaters with too much information to process. When used judiciously, video analysis keeps a skater focused on the relevant tasks that need urgent and long term attention.
What is Motivation Sometimes a distinction is made between positive and negative motivation. Positive motivation is a response which includes enjoyment and optimism.
Motivation. Big, Small, Negative, Positive Aug. 1, 2003. Motivations comes in different sizes. Success accumulates.
How Negative Motivation Can Help Us Overcome Problems Jan 29, 2008. So how can you use negative motivation to make a positive impact on your life?
Positive Motivation Versus Negative Motivation Jul. 13, 2009. The difference between negative and positive motivation is the difference between surviving and living.
Psychology of Selfishness: Positive vs. Negative motivation Feb. 11, 2009. Take this opportunity to stop and think for a moment: Is the pursuit of such values in your life a result of positive or negative motivation.
Coaching Feedback - Coach and Athletic Director Find articles on coaching feedback from coaches and Athletic Directors.
Athletic Feedback Form - Haverford College HCAA: Varsity - Athletic Feedback Form. Improvement is an ongoing process. The Athletic Department Feedback Form is intended to be a fluid document.
Recruiting High School Athletes - Recruiting Feedback | NCSA Visit NCSA's recruiting section and find everything you need to know about recruiting high school athletes.
1. Magill, R.A. (2001). Motor learning: Concepts and applications (6th ed.). New York: McGraw-Hill.
2. Schmidt, R.A. & Wrisberg, C.A. (2000). Motor learning and performance: A problem-based learning approach (2nd ed.). Champaign, IL: Human Kinetics.
3. Wrisberg, C.A. (2007). Sport skill instruction for coaches. Champaign, IL: Human Kinetics.
The following internet links have been gleaned from personal communications
combined with information from public institutions and athletic organizations/
associations that have a web presence with information concerning team and
individual sports programs:
All materials are copy protected.
The limited use of the materials for education purposes is allowed providing
credit is given for the source of the materials.