Analysing and improving performance
Physical Education · Key Stage 3 · The School
Watching properly
Analysis needs criteria decided BEFORE you watch, or you simply notice whatever stands out. For a sprint start: is the reaction quick, is the drive low, do the arms work front to back, does the head stay down early? Four things to look for beats a general impression every time.
Feedback that works
Specific, about the action not the person, and limited to one or two things. 'Keep your head down for the first five strides' can be acted on. 'Be faster' cannot. Say what was good first — not to be nice, but because a performer who feels attacked stops listening and learns nothing.
Did it work?
Plan one change, practise it, and MEASURE the same thing again. If the time did not improve, that is information, not failure — the change may need longer, or it was not the limiting factor. Coaches who never measure keep giving advice that has never been tested.
USELESS: "your shooting needs work." BETTER: "you're leaning back." USABLE: "plant your non-kicking foot beside the ball rather than behind it, and keep your head over the ball as you strike." One thing, said as an action, with a way to check it. Watch them try it three times and give the same cue again — changing the cue every attempt is why most feedback is wasted.