Based on research by John Hattie, Richard Schmidt & Sports Psychology Practice
Preface
Feedback is everywhere in sports: shouting from the sidelines, a thumbs up, a post-game analysis. But not all feedback leads to learning. What makes the difference between feedback that motivates — and feedback that demotivates?
In this article you will read what effective feedback looks like, what research says about it, and how you translate it into training, coaching and guidance. Not as a recipe, but as a direction.
What does the research say?
Educational scientist John Hattie has argued that feedback is one of the most powerful learning factors — when used well. His review of thousands of studies shows:
- Feedback works best when it is focused on the task, not on the person
- Feedback must make it clear where the athlete stands, what the goal is, and how to get there
- Too much or too vague feedback can actually hinder the learning process
Other insights from sports science add:
- Players benefit from feedback that specific, timely and positively critical is
- Feedback is more powerful when players also self reflection (feedback + feedup + feedforward)
- De relationship and tone determine whether feedback is received
Translated to sports
Rather than simply giving directions (“Come on, faster!”), effective feedback:
- Concrete and observable: “You got in on time, but your hands were still low”
- Development-oriented: “What did you try? What would you do differently next time?”
- Shared ownership: players themselves indicate what went well or could be improved
Feedback is not the end point of a mistake, but it starting point for improvement.
What it could mean for…
👥 Technical Committee
- Can develop evaluation forms that are process-oriented
- Can include feedback moments in trainer meetings
- Can feedback culture be placed on the agenda in annual plans?
🧑🏫 Coach
- Can provide feedback in small doses, with room for response
- Can ask questions instead of sending
- Can link feedback to player learning goals
🧠 Coach
- Can guide players in self-reflection after performances
- Can give feedback without it being demotivating
- Can involve feedback in mental development (e.g. dealing with disappointment)
🧍 Player
- Can learn to name own choices and actions
- Can grow in self-insight and learning ability
- Can ask for feedback instead of waiting for judgment
👪 Older
- Can ask questions that allow for reflection (“What went well in your opinion?”)
- Can confirm on effort or process rather than just result
- Can receive feedback from children (“What do you need from me?”)
In Summary
Good feedback isn't always a compliment — but it's not always a judgment either. It's information about where you are, where you want to go, and how to get there. In sports, it helps when feedback is a conversation will not be a one-way street.
Sources
- Hattie, J. (2009). Visible Learning
- Schmidt, R. A., & Wrisberg, C. A. (2008). Motor Learning and Performance
- Nash, C., & Collins, D. (2006). Tacit knowledge in expert coaching
