What kind of feedback is best in cheerleading?
If you’re a cheerleading coach, you are always giving feedback to your athletes. Chances are, unless you’ve gotten specialized training, the way you deliver feedback is similar to the way your coach gave you feedback.
It may seem simple. A cheerleader attempts to execute a toe touch and fails. What do you do?
- You ignore it and say nothing.
- You say, “No! That is not how I’ve taught you! Do it 3 more times – now!”
- You say, “Great try…really terrific! Now do it again.”
- You say, “Nice effort. What I saw was that your V widened and your back arched too much as you started out. Try it again and this time be sure to keep your arms locked in a High V as you begin and keep your back straight.”
Do you recognize yourself in any of the above?
The first response (a) may be appropriate in some circumstances. If you know the athlete really understands how to execute the toe touch but just didn’t do it well this time, it may be okay to say nothing. Otherwise, the cheerleader may continue to struggle and have no idea what he or she is doing wrong.
The second (b) response is punitive. It shames the athlete and offers no information that is of value to the cheerleader.
The third (c) response may seem helpful since the effort is being praised but there is no instruction for how to improve the execution. Besides, excessive praise can backfire. The cheerleader knows it isn’t really warranted.
The last response (d) is considered the best by sport psychology researchers. Mild (not excessive) praise is offered for the effort and then the coach reports what she observed in a nonjudgmental way and finally, she provides instruction for how to improve the execution.
If you want to create a positive learning environment where your athletes thrive, are eager to lean and grow, sport psychologists say you are better off using positive, contingent (positive feedback is dependent on actual successful execution), supportive, and informational feedback combined with low punitive feedback.
Athletes tend to lose heart and interest when their coaches ignore (no feedback) them, or give negative and punitive feedback.
Also an over-emphasis on outcome and a win-win-win attitude can also induce excessive anxiety in athletes. Coaches who instill a love of learning and focus on the process of performance excellence fare the best.
Tags: Cheerleading, cheerleading coach, cheerleading coaching, Communication