Critical Appraisal of Verbal Feedback to youth Football Players

Introduction

Verbal feedback given to junior soccer players, especially those aged between 14-23 years, is critical for technical and tactical skill development. Feedback can be defined as an assessment of a product, process, or a person's performance of a task and using the information as a means of improvement. Football coaches use feedback during training exercises and matches (Franks, 1997) to gauge and tell players; what they have seen them do (or not do) (West Ham United FC, 2019, 1.27). If you are looking in place to delve deeper into this particular topic and explore effective ways of giving feedback to young athletes, consider seeking psychology dissertation help. It is also essential to tell players what they ought to and how to improve their performance. Besides, previous studies indicate that the soccer coach role is to develop and maximize players’ skills, which has been identified as important aspects of youth player development (Lagestad et al., 2017). Sports psychology distinguishes two types of feedback. Feedback can be either intrinsic or extrinsic. The extrinsic feedback helps the players improve their performance through the direction and support of the coach. Each type is of nearly equal significance, and players have come to rely on both. During training, players tend to rely mostly on extrinsic feedback from their coaches. Various previous studies reveal that, depending on when and how it is used, feedback can be very critical and of tremendous value to both coaches and players (Franks, 1997). Feedback, if adequately used, exerts a positive influence on players giving them more incentives to improve their confidence, performance, competence, and motivation (Brandes & Elvers, 2017; Carpentier & Mageau, 2013). However, players might also breakdown based on the kind of feedback given (School of Education and Professional Studies, 2014, 0.47). Therefore, it is debatable whether coaches should use feedback or not, especially on youth players. However, it is evident that with positive feedback, a team is challenged and supported to enhance their abilities and, as a result, individual and team performance improves (Lagestad et al., 2017). Therefore, this study will focus on the use of extrinsic feedback in football, its importance, and the effectiveness of coaches in giving feedback. The essay will appraise Dmitri Halajko, who is U23 lead coach and Steve Potts- U23 coach, in young people football club in The Academy of Football

The Use and Importance of Feedback in Football

The most crucial relationship in football, as in any other sport, is probably the coach-player one. This is because of the vast knowledge that a coach possesses, and which should be transferred to the player(s) to ensure their success and their teams. It is at this point that feedback comes in handy. Feedback and coaching, though not similar, are closely related and dependent on each other. To be successful and productive, a coach should know when to give feedback, what to say, and how to say it. Since coaches are usually on the sidelines and observe things that are or may not be apparent to the players, they are better placed to offer feedback. Coaches will use (useful) feedback to challenge, motivate and support their players to enhance their abilities (Allen and Howe, 1998) and, as a result, improve the performance of individual players and the team. Through feedback, a coach will let his players know whether or not their performance is at par with his expectations, and can direct them on ways to improve and better their performance (Hillman, Schwandt and Bartz, 1990). Findings of previous studies have shown that coaches who effectively use feedback were more likely to be successful in their careers.

In West Ham United FC (2019, 1.34), the team coach is trying to identify areas where the players make mistakes and give feedback, which will hurt them. This kind of feedback is negative. Lagestad et al. (2017) reveal that negative feedback is most effective with elite performers. It is given where movement is incorrect or unsuccessful. It is critical to reducing mistakes and bringing a system back to a stable state. The study also reveals that negative feedback from coaches increases performance. However, there are also ways to give negative feedback. A coach has two options when giving technical feedback to his players. He may choose to use descriptive feedback or prescriptive feedback (Jonker et al., 2019). Descriptive feedback simply involves the coach informing a player what he has observed the player do or fail to do. Although it does not lay out any explicit instructions, this type of feedback usually attaches the player's intention to understand instinctually. For instance, West Ham United FC (2019, 4.47), the coach is trying to give descriptive feedback after a player fails to pass the ball correctly. The feedback is just verbal instructions. However, the player seems to understand where he needs to adjust automatically. Another kind of feedback is prescriptive feedback, where more in-depth details and instructions are given. An example of this feedback is evident in West Ham United FC (2019, 5.57), where players are coached to develop confidence. This feedback address problem; hence players avoid it (Jonker et al., 2019).

The Effectiveness of Feedback; What Feedback to Give, When and How to Give It

A coach's effectiveness will only be determined according to how well the player(s) receive(s) the information (feedback) and adjust their actions, behavior, or performance (Wiggins, 2012). Sports psychologists and researchers have found that players react differently to feedback depending on feedback and how it is delivered. Therefore, a coach should determine not just the right type of and time for feedback, but also how he conveys it. Feedback should be given to achieve an improvement in performance (Brandes and Elvers, 2017) and should be quantifiable. Instead of just criticizing or praising an action or performance, feedback should give information that contributes to players wanting to improve.

Positive and productive feedback will result in improvement and satisfaction (Fishbach, Eyal, and Finkelstein, 2010). West Ham United FC (2019, 5.11), the coach is seen giving positive feedback to a player who has scored a goal. As per the coach, it is part of how players deal with setbacks in a team. A 2012 study conducted by the Imperial College of London found that short, precise and positive feedback elicits a positive reaction among players and boosts their performance, while negative feedback –which is most likely to be received poorly by players- may affect their motivation and psychological state, contributing to even more unsatisfactory performance (Fishbach and Finkelstein, 2010). They also suggest that feedback should be given promptly (right when needed) and that at least half of it should be in the form of instructions. In West Ham United FC (2019, 1.08), the coach is watching his players and suggesting that “… and then we’ll show them to the players probably tomorrow or the next day...” this supports the study by Fishbach and Finkelstein (2010), who highlight the need to give feedback immediately-soon possible.

West Ham United FC (2019, 5.17- 5.23) reveals that there are ups and downs in playing, and coaches should help kids overcome them. This is to suggest that the feedback given should also be sincere- a coach should mean what he says in his feedback. However, care should be taken to ensure that they do not provide an outburst of feedback, even if positive, as they may come across as insincere. If they perceive the input as deceitful, the players may not likely benefit from positive feedback (Steelman and Rutkowski, 2004). A barrage of feedback, even if positive, may also make players feel to be under tight scrutiny and therefore become self-conscious, which hinders their full potential.

Coach to Player Feedback and Coach to Team Feedback

A coach has the players’ and team’s best interests, and will usually give feedback to players individually and collectively as a team on their performance and areas they need to improve on. All players long for and need feedback. Through the feedback (intrinsic and extrinsic) that players receive, they can gauge their skills, abilities, and performance. Consequently, they can identify their areas of weakness and ways of improving their performance. A coach who gives useful feedback to a player increases the player's confidence and motivation (Carpentier and Mageau, 2013). This is evident in West Ham United FC (2019, 6.16), where players are encouraged to be brave after being given feedback. Players that receive positive feedback will feel more appreciated; their enthusiasm will grow and are likely to succeed ultimately. Observing a player receive individual feedback has been suggested as one of the best ways for a player to learn (Mononen et al., 2003). It creates two learning opportunities when the player receives his feedback. When a player manages to use feedback to improve his abilities and performance, the team is also bound to benefit significantly.

The effectiveness of feedback also depends on how it impacts the team as a whole. The feedback should be closely tied to the overall objectives of the team. The players should collectively be given feedback concerning their performance. This way, they will be able to coordinate better their activities and efforts to ensure that their training performance is manifested on match days (Mouratidis and Vansteenkiste, 2010).

While both levels of feedback are essential, receiving feedback from the coach at an individual level is more beneficial and has significant impacts on the development of a player.

Conclusion

Feedback in football, especially from coaches, has been critical over the years in improving teams' performance. Feedback has also been found to; greatly benefit both the coaches and players in various ways, such as cementing the player-coach relationship and enhancing the coach’s career and reputation.

References

Allen, J.B., & Howe, B.L. (1998). Player ability, coach feedback, and female adolescent athletes’ perceived competence and satisfaction. Journal of Sport & Exercise Psychology, 20, 280-299.

Brandes, M., & Elvers, S. (2017). Elite Youth Soccer Players' Physiological Responses, Time-Motion Characteristics, and Game Performance in 4 vs. 4 Small-Sided Games: The Influence of Coach Feedback. The Journal of Strength & Conditioning Research, 31(10), 2652-2658.

Carpentier, J., & Mageau, G. A. (2013). When change-oriented feedback enhances motivation, well-being and performance: A look at autonomy-supportive feedback in sport. Psychology of Sport and Exercise, 14(3), 423-435.

Fishbach, A., Eyal, T., & Finkelstein, S. R. (2010). How positive and negative feedback motivate goal pursuit. Social and Personality Psychology Compass, 4(8), 517-530.

Franks, I. M. (1997). Use of feedback by coaches and players. Science and football III, 267.

Hillman, L. W., Schwandt, D. R., & Bartz, D. E. (1990). Enhancing staff members′ performance through feedback and coaching. Journal of Management Development.

Jonker, L., Huijgen, B. C., Heuvingh, B., Elferink-Gemser, M. T., & Visscher, C. (2019). 22 How youth football players learn to succeed. Football Psychology: From Theory to Practice, 297.

Lagestad, P. A., Sæther, S. A., & Ulvik, A. (2017). Differences in coaching feedback between coaches of junior elite soccer players and junior amateur soccer players.

London, M., & Smither, J. W. (2002). Feedback orientation, feedback culture, and the longitudinal performance management process. Human Resource Management Review, 12(1), 81-100.

Mouratidis, A., Lens, W., & Vansteenkiste, M. (2010). How you provide corrective feedback makes a difference: The motivating role of communicating in an autonomy-supporting way. Journal of sport and exercise psychology, 32(5), 619-637.

Mouratidis, A., Vansteenkiste, M., Lens, W., & Sideridis, G. (2008). The motivating role of positive feedback in sport and physical education: Evidence for a motivational model. Journal of Sport and Exercise Psychology, 30(2), 240-268.

Steelman, L. A., & Rutkowski, K. A. (2004). Moderators of employee reactions to negative feedback. Journal of Managerial Psychology.

Wiggins, G. (2012). Seven keys to effective feedback. Feedback, 70(1), 10-16.

Looking for further insights on A Competitive Analysis in the Global Sports Arena? Click here.