Effective Communication will cover the ways that you can be an effective communicator. Learn some important communication tools, discover different styles of communication, and delve deeper into different feedback and questioning tools that a telemark instructor can use.
Feedback in Telemark Instruction
Feedback is essential for skill development and learning. As students explore new movements, they receive feedback from multiple sources:
By understanding how and when to deliver feedback, instructors can accelerate learning and create a more engaging and positive experience.
Types of Feedback
Intrinsic Feedback (Internal Awareness)
- Comes from the student’s own sensory perception and proprioception
- Includes balance, pressure, muscle engagement, and spatial awareness
- Helps students self-correct and develop independence
Instructor’s Role:
- Help students identify and interpret sensations correctly
- Guide students to recognise what “feels right” vs. what needs adjustment
Example
A student struggling with weight distribution in a Telemark turn may feel their back ski sliding out. Instead of telling them, the instructor can ask:
"Did you feel where your weight was on that turn? Where do you think it needs to be?"
Extrinsic Feedback (External Input)
- Comes from an outside source—usually the instructor or peers
- Helps students develop a clearer mental image of performance
- Can include verbal cues, video analysis, or peer feedback
Instructor’s Role:
- Provide specific, clear observations
- Use demonstrations, visual cues, and direct coaching
Example
An instructor notices a student rushing the lead change in their turns. Instead of just saying, "Slow down your transitions," they might say:
"Let’s count to two between each lead change. Try it and see if it feels smoother."
Augmented Feedback (Instructor-Student Collaboration)
- Combines intrinsic and extrinsic feedback
- Engages students in self-assessment & critical thinking
- Most effective for long-term learning
Instructor’s Role:
- Use questions to help students reflect on their own performance
- Encourage experimentation and discussion
Example
Instead of simply correcting a student’s stance, an instructor might say:
"Let’s try two turns with a more forward stance and two turns with a more upright stance. Which one felt more stable?"
The Role of Feedback in the Learning Process
A vital component of skill development is for the learner to know how their performance compares to the desired outcome. Feedback allows them to:
- Recognise what is working well
- Identify what needs improvement
- Adjust their movements accordingly
The depth of feedback varies depending on the learner’s stage:
- First-time learners may need simple encouragement, e.g., “Yes, that’s it!”
- More advanced learners may need detailed technical analysis, e.g., “You’re rushing your lead change—try slowing it down by counting to two.”
Instructors must find the right balance—too much information can be overwhelming, while too little can be frustrating.
Delivering Effective Feedback
Observe, Ask, and Listen
Observe
- Watch students perform the task to evaluate their understanding.
- Be mindful that students may mimic movements without fully understanding them.
Ask
- Use open-ended questions to encourage conversation.
- Ask students to describe what they are doing and feeling.
Listen
- Pay attention to students’ descriptions—they often reveal underlying issues.
- Even offhand comments (e.g., “My feet are cramping”) can signal balance or stance problems.
Example
A student says their feet are cramping. Instead of ignoring it, an instructor might ask:
"Where exactly do you feel the cramping? Let’s check if adjusting your stance improves it."
Positive vs. Negative Feedback
- Positive feedback reinforces what is working and builds confidence.
- Constructive feedback focuses on improvement without discouraging the student.
Ask yourself:
- How would I feel receiving this feedback?
- Does this feedback motivate or discourage?
Better Alternative:
Instead of “You have too much weight on your outside foot,” try:
“Let’s try putting more weight on your inside foot and see if that gives you more stability in your turns!”
Initial vs. Delayed Feedback
- Initial feedback = Immediately after the movement
- Delayed feedback = After a short period, allowing for self-reflection
When to use each?
- Initial feedback works best for real-time corrections (e.g., balance, timing)
- Delayed feedback is useful when discussing broader patterns or reviewing a full run
Hot Tip
Avoid giving feedback too late, as students may forget what they did or how it felt.
Checking for Understanding
Effective instructors don’t just give feedback—they ensure that students understand it and can apply it independently.
- Use questions instead of just giving answers
- Observe how students respond to feedback
- Ask for student input on their own performance
Examples:
- “What do you think helped that turn feel smoother?”
- “How did that adjustment change your balance?”
- “If you had to explain this to someone else, how would you describe it?”
By engaging students in their own learning, instructors help them retain skills longer and develop confidence in their telemarking.
Key Takeaways
- Use intrinsic, extrinsic, and augmented feedback appropriately
- Reinforce positives while offering constructive adjustments
- Provide immediate feedback for quick fixes and delayed feedback for reflection
- Observe, ask, and listen to fully understand a student’s needs
- Check for understanding to ensure feedback is absorbed and applied
Remember: The best instructors don’t just give feedback—they teach students how to assess themselves and become independent telemarkers!