There is extensive research in the area of feedback in sport that is of tremendous practical value to coaches. Providing essential information to athletes at just the right time can accelerate their progress.

Frequent assessment of …
After an athlete performs a skill or trial, they may ask, "how did I do?" Reduction of self-fulfilling prophecies would decrease dissatisfaction of low-expectancy athletes.

The coaching field is the result of the convergence of several developmental strands dating back as far as the 1950s (report Results Coaching System). or "how close to my mark was I?". Coaches receiving feedback from other coaches would benefit in awareness of their own perceptual inflexibilities, if they would allow colleagues to observe their practices and rank their players. Feedback allows coaches to tell athletes how they are performing in relation to their expectations… However, it is only in recent times that coaching has been recognised as forming a largely cohesive set of principles, knowledge, and skills.

Effective coaching feedback helps athletes learn how to correct errors quickly. Feedback allows coaches to tell athletes how they are performing in relation to their expectations.
The emergence of coaching as a popular profession began in the United States i… Thus, feedback and coaching are interdependent but not the same. Feedback about performance can benefit your clients, athletes, or team in several ways, and two of the main functions are to motivate and to instruct.

Coaching is a relatively new discipline; at least in its present form. One of the main responsibilities of a professional coach is providing feedback that supports their clients’ learning and development. Feedback and communication in general are critical components to coaching.

From a very basic point of view, coaches can see their athletes in action and may see areas that need improving that are not apparent to the athletes. Coaches could implement videotaping to better access their own feedback styles. Coaches can then instruct and teach their athletes how to reach these expectations and perform better (Hillman, Schwandt & Bartz, 1990).