Thread by @AlexJSarama

What constitutes effective feedback? This week we made a whole video on this topic at @bballimmersion. Read on for the thread.


(1/20)

Firstly we must ask if the feedback is even needed? I view feedback as an instructional constraint, as effective feedback can help draw players attention to something they are missing. Many times however, feedback is offered which is redundant and not useful for players (2/20)

Here are some other common feedback pitfalls:

1. Too much of a reliance on offering internal feedback related to body parts, positions, hand placement etc. (3/20)

A lot of research exists going back to the work done by Gabriele Wulf showing the benefits of using external cues that take the focus of attention away from players focussing on their body.

I don't refer to body parts unless using differential learning (4/20)

This is a separate topic (good podcast on this last week with Rob Gray).

2. I call it shotgun vs sniper feedback. Many coaches use shotgun feedback, with scattered pellets offering feedback on twenty different things which no players remember. (5/20)

I advocate for the sniper approach: focussing on one or two key things which can be retained.

3. Higher order vs lower order questioning. Avoiding questions which give simple yes/ no responses, or which are rhetoric and sarcastic. (6/20)

If asking a question, give time for the players to think and answer.

Sometimes when coaches use questioning they will speak too soon to fill the awkward silence or give the answer before a player has a chance to speak.

(7/20)

Feedback should motivate and inspire players as opposed to making them anxious or fearful. This is why I am SO against shouting and using swear words. I like Doug Lemov's positive framing concept here. (8/20)

Feedback should express that the coach has confidence and faith in the player while being focussed on solutions, not what the player is doing 'incorrectly.'

(9/20)

5. One of the biggest things is too much feedback comes directly from the head coach as opposed to player to player. One of the things I have spent the most time on this year is creating a culture whereby players can give effective feedback to each other. (10/20)

We use de-briefs frequently to get players reflecting and thinking about feedback.

6. Use challenges and aspirations. Challenge = "you've got that down now see if you can OR can you speed it up? (11/20)

Aspiration = "can you do it like Steph Curry would when coming off the pick",

7. Removing emotion from the feedback. I think a lot of coaches get upset when their players perform poorly in practices, and especially games, as they feel it reflects badly upon them.

(12/20)

This is then seen in feedback, with general statements such as "what are you doing?" or worse! Strong emotions make it harder to offer effective feedback.

8. Aligned feedback. In some NBA practices that I observed, I was surprised as to how random and chaotic the feedback was. In each practice I observed, there were 10 coaches on the sidelines, all shouting and offering different feedback points.

(13/20)

I think this is really confusing for players (and staff). I believe that world-class coaching includes planning for feedback, and anticipating some cues and feedback points for areas within the practice that players may struggle with.

(14/20)

9. Simulate the game by not allowing instant feedback during the whole practice. Too much of the time, coaches use instant feedback where they stop drills to talk and give feedback. The game doesn't work like this.

(15/20)

This is why I use bursts so frequently, as well as blasting arena sounds into my practices so that players have to find ways to connect and keep playing through the struggle. Instant feedback is not something that is always possible during games!

(16/20)

10. Tracking feedback. Keep a clipboard with your players names and write down the feedback you are offering each player individually. This also ensures you can distribute feedback evenly instead of just offering the best players the most feedback. (18/20)

This also allows you to think of better cues and analogies as part of the plan-do-review sequence (@mvmt_sports). When evaluating the practice and feedback you gave, you may transform it through better wording and making it more concise. (19/20)