01/04/06

     In order to get the most out of a practice session, it is critical to understand how to use feedback to facilitate learning.  It is critical because, without feedback we cannot learn!  In this article I will attempt to define feedback, describe different types of feedback, and discuss the proper use of feedback while coaching diving. 

     In the simplest terms, feedback is information about the performance.  Historically, feedback has been categorized in many different ways including type, intent, time of occurrence and more.  It is important to understand these approaches in order to fully understand how to use feedback.  For practical purposes in diving, I will discuss a combination of these classifications.  Hopefully, this approach will provide some valuable insights into coaching diving.

     It is important to note before proceeding the importance of the relationship between information about a performance, and the performance itself.  Human beings cannot learn motor skills without feedback.  They must have information that indicates the correctness or incorrectness of the dive in order to become better at the dive.  A presumption in the following discussion is that the feedback information given to the diver is accurate.  Incorrect feedback will lead to confusion and diminished learning.  This requires at least a minimum knowledge level on the part of the coach.  Another presumption is that the feedback provided is interpreted correctly on the part of the diver.  Misunderstanding feedback information can also lead to slower learning.

Natural vs. Augmented feedback

     Two broad ways of classifying feedback is Natural versus Augmented.  Naturally occurring feedback is information that is always available to the diver when the dive is performed.  An example would be "the feel of the dive", seeing the water, the sound of the board, etc.  There is a wealth of information available during a dive.  Quite often divers do not pay attention to a lot of it, even though it is valuable.  Pressure on the back of a divers calf may indicate a dive that has gone "over".  Seeing the water or the board during a dive may provide valuable timing information.  A loud banging board may indicate the diver is not riding the board.  Many of this information is naturally occurring, but may be ignored by the diver. 

     Augmented feedback is information that is not inherently available during a dive.  The coach describing the previous dive, a video replay of a dive, crowd noise, and even  a thumbs up from a teammate are examples of augmented feedback.  As coaches, we can manipulate augmented feedback.  Varying the amount, type, and accuracy of this feedback can result in more efficient learning.

Feedback Type

     Another way of classifying feedback is based on the sense utilized to interpret the feedback.  In diving, there can be kinesthetic, visual, tactile and auditory information (feedback) relevant to the dive. 

     Kinesthetic information available during a dive includes awareness of joint position conveyed by joint receptors as well as overall body position in space conveyed from a fluid filled structure in the ear.  Often the kinesthetic information available to the diver is misinterpreted.  For example, if a diver has consistently set with arms low in the forward dive layout versus the desired T position, they will swear that they are in a T set each performance of that dive.  Sometimes, the only way to correct this error is to have the divers overcorrect.  Tell them to set "high", almost a V position, and surprisingly they will more closely perform the desired T or square set.  Over-corrections have been researched and shown to be an effective method for correcting errors, but caution needs to be exercised, depending on what overcorrection is being done.  Telling a diver to reach way behind their head on a take-off for a reverse 1 1/2 ss may pose a safety concern.  When using over-corrections, it is important that the diver understands the desired proper performance. 

     Overall body position information from can also be misinterpreted.  Fluid in the Cochlea deflects small hairs, which indicate acceleration of the body.  During quick acceleration, for example during multiple somersaults, it can be difficult to interpret the information.  Especially if the diver "throws their head" at the start of the dive.  Maintaining neutral head position at take off is a critical technique to master for physiological as well as biomechanical reasons.  The problem of interpreting kinesthetic information is an important reason to teach "spotting" during a dive.

     Spotting, or looking for visual cues, while performing a dive is an example of Visual Feedback.  There are many examples of visual feedback in diving.  As divers, it is important to pay attention to this information, and as coaches we can manipulate the information available so that the divers will pay attention to it.  What visual information is readily available during a dive?  The two most consistent objects are the diving board and the water.  Have a diver try to spot these objects during a dive in order to derive visual clues as to body position during rotation.  Why the board and the water?  Because they do not vary from facility to facility.  The board and water will always be in the same position from the diver and therefore provide consistent feedback information.  Having a diver spot the ceiling or a wall may work well at a practice facility, but the ceiling may be higher or the wall further away at the competition site, and a divers kick-out timing may be disrupted.  I remember one of my divers first outdoor competitions in which he had extreme difficulty with reverse 2 1/2's.  He was confusing blue water and blue sky!  This brings us to another point of concern that is sometimes overlooked.  If a diver is accustomed to spotting the water in a short pool, competition at a larger facility may require some adjustment and may be the reason the diver is having trouble with vertical entries.

     How can a coach teach a diver to spot?  This can be a difficult and dangerous task.  There are a number of techniques that can be utilized.  Caution should be used when practicing spotting.  The dive should be well learned since spotting can divert concentration.  Divers can suddenly become lost in the dive and risk injury from a bad opening.  One technique to focus a divers attention on the "spot" is to pair an auditory cue with the visual field of the diver.  Look, look, hup may be paired with what the diver is seeing and when to open.  Another way of teaching to spot is to illuminate the spot with a strong light source or to highlight the spot with something bright red.  We often place a red cloth on the edge of the trampoline while the divers are in the spotting rig.  Red banners and kickboards are other possibilities.  Experiment and see what works for you!

     Other forms of visual feedback are available to the coach and diver.  Something as simple as observing the wave pattern created from the dive can convey information to the diver when they surface!  The coach doesn't always have to tell them.  Opening their eyes under water can convey information about the effectiveness of their entry.  The amount of bubbles and depth of their entry will divulge information about their swim through and save.  Video feedback is one of the hottest innovations in feedback.  Most of us remember the rare treat it was for the coach to pull out the video camera and VCR.  We would film for an hour and then watch the video.  It was too time consuming to film a dive, rewind, replay, do another dive and repeat.  Now, with digital video recording, we can replay a dive while the camera continues to record.  This is a great learning device, but some limitations exist that should be noted.  Overuse of any feedback type can cause the diver to become dependent on the information.  The diver must be an active learner while practicing.  They must continuously analyze the feedback and make a comparison to the performance or performances encompassed by that information.  Overdependence can lead to decreased learning.

     Tactile feedback can be used to enhance diving skills.  Having a diver queue on feelings of pressure that the water imparts on entry provides a wealth of information.  Feelings of "pounding the board" may indicate failure to execute a proper hurdle.  A smack on the top of the hands may indicate a proper hand position for a rip entry.  A smack on the back may indicate an improper opening!  (I doubt that you will have to tell them about that!)  The point is that there is information to be had that is sometimes ignored.  An occasional reminder by the coach will help the diver pay more close attention to tactile feedback that is naturally available.  This can help reduce the work load on the coach.

     Auditory feedback can be both naturally occurring or augmented by the coach.  Experienced coaches are well aware of the sound the diving board makes when the diver fails to "ride the board".  Either the sound of the divers feet pounding the board, or the loud sound of a floppy board indicates an error.  This is information that the diver can be taught to hear.  (Remember, just because they hear it and acknowledge that it indicates an error, doesn't mean that they will know how to correct the error.  This must me taught!)  Calling a diver out of a dive is an example of auditory feedback.  The sound of a quiet pool when the diver surfaces (minimum waves)  is an example of auditory feedback.  Teammate, coach or crowd applause are all examples of auditory feedback. 

     Now that we understand different types of feedback, let's take a look at how we can vary feedback to optimize learning.  Later we will take a look at how often feedback should be provided, how precise feedback needs to be who should give feedback.

The Intent of Feedback