Coaching feedback – what, when and how?

At this point, the learned knowledge acts as a building block which helps players to understand new information on the same topic.

Another simple strategy that coaches can implement to avoid overloading short-term memory is to begin each session with a game or activity related to the previous session.

Such activities can encourage the retention of previous knowledge and automation of skills, which in turn frees up working memory for new knowledge.

Providing feedback less regularly also has the benefit of allowing coaches to focus on critical features. This helps control the temptation to correct every error that is observed. Overcorrecting not only overwhelms players, but can also mean that important messages get lost in the noise. 

Coaches may consider the timing of feedback as a strategy to effectively manage the amount of feedback provided.

Limiting concurrent feedback, given while play is ongoing, can be helpful. It is important not to rely too heavily on concurrent feedback as it reduces players’ opportunities to make decisions and also limits the number of small failures they will experience, which act as triggers for meaningful learning to take place.

Instead, coaches may delay feedback and provide it in summary form during breaks. Such an approach provides coaches the chance to reflect in-practice on what information is most important.

Another strategy may be to give players the power to request when they want to receive feedback. 

Despite the benefits of reducing feedback, it is important not to remove it completely. A complete absence of feedback can create uncertainty amongst players, which is detrimental for development. 

How to give feedback

Perhaps the most common debate on how to give feedback revolves around whether coaches should provide direct instruction or involve players in the feedback process through questioning. 

The importance of questioning - allowing players to gain a deeper understanding of information and coaches to check for said understanding - is pretty well established. 

However, what is less common is for coaches to have training on how to ask questions effectively. You might consider the following techniques to improve your use of questioning.

Firstly, questioning is much more effective when it engages players in critical thought, rather than simply recounting what is already known.

For example, coaches may frame questions so that they ask "What did you notice about x?", or "What would happen if…?". Such questions encourage players to develop a deeper tactical understanding while also enhancing problem-solving skills.

"Overcorrecting not only overwhelms players but can mean messages get lost..."

Starting questions with ‘what’ or ‘how’ is important - asking players "Why did you…?" can appear judgmental and impact responses.

Indeed, language used during questioning is both vitally important and often overlooked.

For example, receiving the ball side-on can also be known as receiving on the half-turn or back foot. When the language used to describe concepts is inconsistent, players can struggle to connect their knowledge and understanding of the concept.

A consistent framework of language can help players understand tactical concepts, which will aide perception and decision-making on the pitch. 

Another skill which coaches must develop when using questioning is to actually listen to the answer.

Too often, we can fall into the trap of expecting a specific answer and continuing to ask closed questions until we get the desired response.

When questioning, coaches should try not to have a pre-determined answer in their mind - instead, be led more by players’ responses.

Moreover, coaches may set questions which can be explored by players through player-to-player feedback. This can help players develop a wide range of skills such as reflection, decision-making, teamwork and communication. 

Finally, although questioning is synonymous with athlete-centered coaching, it is not a ‘golden-bullet’ solution to all scenarios.

There will be times when the needs of the session or players mean that direct feedback is more appropriate.

Instances may include players not having sufficient prior knowledge to properly engage in questioning or coaches wanting to maximise ball-rolling time with a quick in-and-out intervention.