How do coaches guide learners, and what kinds of feedback help a performer improve?
The types of guidance (visual, verbal, manual and mechanical), the types of feedback (intrinsic and extrinsic, knowledge of results and knowledge of performance, positive and negative), and how each suits beginners and elite performers.
A focused answer to OCR GCSE PE Component 02 on guidance and feedback: the four types of guidance (visual, verbal, manual, mechanical), the types of feedback (intrinsic and extrinsic, knowledge of results and performance, positive and negative), and which suit beginners and elite performers.
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What this dot point is asking
OCR wants you to describe the four types of guidance, the types of feedback, and explain which suit beginners and which suit elite performers.
The types of guidance
The types of feedback
Matching guidance and feedback to the learner
Why guidance and feedback matter
Guidance and feedback are how a coach turns practice into improvement. The right choice depends on the learner's stage and the skill's classification (linking to skill classification): beginners need to see the skill and get simple, positive, outcome feedback, while experts need detailed verbal guidance and technique feedback to make small refinements. Feedback also tracks progress towards a performer's goals.
Exam-style practice questions
Practice questions written in the style of OCR exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
OCR 20194 marksDescribe two types of guidance and explain which is most suitable for teaching a complete beginner a new skill.Show worked answer →
A Component 02 item. Award marks for the types and the justified choice.
Types (any two, described): visual guidance (a demonstration, video or diagram showing what the skill looks like); verbal guidance (the coach explaining or giving instructions); manual guidance (the coach physically moving or supporting the performer's body, such as supporting a gymnast in a vault); mechanical guidance (using equipment to help, such as a float in swimming or a harness in trampolining).
Most suitable for a beginner: visual guidance (often with verbal), because a beginner needs to see what the skill looks like to form a mental picture before attempting it; long verbal instructions alone can confuse a beginner.
Markers want two types described plus a justified choice (usually visual, supported by verbal, for a beginner).
OCR 20214 marksExplain the difference between knowledge of results and knowledge of performance feedback, and explain which is more useful for an elite performer.Show worked answer →
A 4-mark item on types of feedback.
Knowledge of results (KR) is feedback about the outcome of the action (the shot went in, the time was 12.0 seconds). Knowledge of performance (KP) is feedback about the quality of the technique that produced the result (the elbow was too low on the shot).
For an elite performer, knowledge of performance is usually more useful, because they already know the outcome and need detailed feedback on technique to make small refinements. A beginner often benefits more from simple knowledge of results first.
Markers want the outcome-versus-technique distinction plus a reason KP suits an elite performer (fine-tuning technique).
Related dot points
- The classification of skills on continua (simple to complex, open to closed, and others), the characteristics of each type, and the use of classification to plan practice and analyse performance.
A focused answer to OCR GCSE PE Component 02 on skill classification: classifying skills on the simple-to-complex and open-to-closed continua (and others), the characteristics of each type, and how classification helps a coach plan practice and analyse performance.
- The use of goal setting to improve and optimise performance, the SMART principle of goal setting, the difference between outcome and performance goals, and the benefits of setting goals.
A focused answer to OCR GCSE PE Component 02 on goal setting: why performers set goals, the SMART principle (Specific, Measurable, Achievable, Realistic, Time-bound), the difference between outcome and performance goals, and how good goal setting improves motivation, confidence and performance.
- The techniques used to prepare mentally for performance (mental rehearsal, visualisation/imagery, selective attention and positive self-talk), arousal and its effect on performance, and how to control arousal.
A focused answer to OCR GCSE PE Component 02 on mental preparation: the techniques performers use to prepare mentally (mental rehearsal, visualisation and imagery, selective attention, positive self-talk), the effect of arousal on performance, and how performers control their level of arousal.
- The basic model of information processing (input, decision making, output and feedback), and how a performer uses information processing to respond to a stimulus during physical activity and sport.
A focused answer to OCR GCSE PE Component 02 on information processing: the basic model (input, decision making, output and feedback), how a performer takes in information, selects and makes a decision, executes the action, and uses feedback, with sporting examples.
- The reasons for fitness testing, the recognised tests for each component of fitness, how to carry them out, and how to interpret the data against normative tables, including the limitations of testing.
A focused answer to OCR GCSE PE Component 01 on fitness testing: why we test, the recognised test for each component of fitness (Cooper run, multi-stage fitness test, sit and reach, Illinois agility, vertical jump, grip dynamometer and others), how to interpret results against normative data, and the limitations of testing.
Sources & how we know this
- OCR GCSE (9-1) Physical Education J587 specification — OCR (2016)