Verbal feedback is arguably the most abundantly used coaching “tool” in sport. Knowing when & how to structure feedback to optimize learning outcomes is therefore valuable for coaches & players alike. In terms of timing, giving athletes the power to decide when they receive feedback has been shown to enhance learning. In terms of verbal feedback type, a more positive filter seems to benefit learners. For example, research participants who were told their average putting performance was improving after each set of 10 putts (regardless of whether or not this was true), showed increased putting accuracy during a retention test 1 day later; indicating that learning was increased in those who received comparative feedback (Chiviacowsky, Harter, Gonçalves, & Cardozo, 2019). Similarly, research has shown enhanced learning when participants were told their performance was superior to others, & when feedback was given following “good” trials instead of following “poor” trials. To help athletes improve, coaches should consider the timing & type of feedback they provide when pointing out errors & suggesting potential solutions.

Recommendation: Place greater value on positive comparisons (either in relation to previous performance or in comparison to others – without naming names), & provide feedback following strong trials more often than weak trials.