Two dimensions: source & content
Feedback has two independent dimensions. Source -- WHERE it comes from: intrinsic (from within) or extrinsic (an outside source: coach, scoreboard). Content -- WHAT it tells them: knowledge of results (KR), about the outcome, or knowledge of performance (KP), about technique quality. They are independent -- any source can carry either content: a coach (extrinsic) can judge technique (KP), and a performer can sense the outcome (intrinsic KR).
How feedback is given
Feedback arrives through concrete methods, and naming the method earns marks. Verbal -- a coach speaking during or after play. Visual -- seeing your own movement, usually a video replay or mirror. Statistical/outcome -- a scoreboard, score or time; almost always extrinsic knowledge of results. Proprioceptive (kinaesthetic) -- the performer's own feel of the movement (a clean pass); intrinsic, carrying either results or performance.
Match feedback to the stage of learning
Each stage needs a different pairing. At the cognitive stage (beginner) they cannot yet judge their own movement, so the best match is extrinsic knowledge of results from an outside source. At the autonomous stage (expert) they already sense the outcome, so the best match is intrinsic knowledge of performance, to fine-tune technique. Feedback matters because it corrects errors early, motivates practice, reinforces technique, and shows what to improve.
Drawn from real examiner reports.
Naming a type but not justifying it
Candidates securely name the type -- "extrinsic" or "knowledge of results" -- but are far weaker at saying WHY it suits a stage of learning, or HOW it is delivered in the named activity. Stopping at the label, with no reason and no applied example, misses the higher marks. Follow the name with a "because..." reason and an example from the sport.
Naming a feedback type is more secure than justifying it (w23 P12 Q7b(ii))
Knowledge of results vs performance
Knowledge of results (KR) tells the performer only about the outcome -- did the shot go in, did they win. Knowledge of performance (KP) tells them about the quality of the technique used, whether or not it succeeded. Candidates frequently blur the two. Lock the distinction to the question word: results = the OUTCOME, performance = the QUALITY of the movement.
Intrinsic isn't always KP
A common slip is assuming source and content always pair up -- intrinsic being automatically knowledge of performance, extrinsic automatically knowledge of results. The two dimensions are independent: a coach (extrinsic) can comment on the quality of a shot (KP), and a performer can sense (intrinsic) that a shot missed (KR). Decide source and content separately.
Generic answer, not applied to the sport
A vague statement like "feedback helps you improve" earns little: it names no type (intrinsic/extrinsic, KR/KP), links to no stage, and is not applied to the named activity. Fix: name the type, link it to the cognitive or autonomous stage with a reason, and apply it -- e.g. a coach encouraging a beginner netballer after a good pass.
Mislabelling the source of feedback
Candidates give a good example but forget to state its source, or mislabel it -- calling a coach's comment "intrinsic" when it comes from outside, so it is extrinsic. An example earns the source mark only if correctly named: from within = intrinsic; from anything outside = extrinsic. State the source with every example.
KR/KP is not positive vs negative
Some candidates use "knowledge of results" and "knowledge of performance" loosely, as if they meant positive versus negative feedback. They do not. Both KR and KP can be positive or negative -- KR is about the outcome, KP about the technique, regardless of whether the feedback praises or criticises. Do not swap the outcome/quality distinction for a good/bad one.
Beginners can't use intrinsic feedback
A common wrong belief is that a beginner should rely on intrinsic feedback to "feel" their mistakes. But a cognitive-stage performer lacks the internal reference points it needs, so their "feel" is often meaningless. The cognitive stage is matched with extrinsic knowledge of results from an outside source. Intrinsic feedback becomes useful only at the autonomous stage.
Watch the command word
Feedback questions test three command words. "State/identify" wants the label only. "Explain/justify" wants a REASON the type suits the performer, tied to the stage of learning. "Describe how it is given" wants a concrete method, e.g. a coach showing a video replay.
State both source and content
A full classification needs BOTH dimensions. "Extrinsic" alone leaves content unstated; "knowledge of results" alone leaves the source unstated. Name the source AND content together -- e.g. "extrinsic knowledge of results" -- so the type is fully specified.
Justify feedback by the stage of learning
Asked WHY a feedback type suits a performer, anchor it in the stage of learning: a beginner needs extrinsic knowledge of results, as they cannot yet judge their technique; an expert needs intrinsic knowledge of performance. Naming the stage justifies the label.
Feedback can be described by WHERE it comes from and WHAT it tells the performer -- these are two separate, independent dimensions.
Source -- where it comes from:
Content -- what it tells you:
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