Giving Feedback and Correcting Technique

In this lesson you will learn how to observe effectively. Good feedback starts with good observation. Decide in advance what you are looking for, focusing on one or two key points rather than trying to see everything at once. Watch from more than one angle, for example side on to check the bat path and from behind to check alignment. Watch several repetitions before deciding, because one poor attempt may not represent the player's usual technique. Break the skill into phases, such as preparation, action and recovery, and observe each in turn. Short video clips on a phone can help, but follow the WFA safeguarding policy on filming players, especially children.

• Decide in advance what to look for
• Watch from more than one angle
• Observe several repetitions before judging
• Follow safeguarding policy when filming

In this lesson you will learn to look beyond the symptom. When a batter keeps hitting the ball in the air, the visible problem is the lofted shot, but the cause might be the head falling away, the front foot not reaching the ball or the bottom hand taking over. When a bowler keeps bowling down the leg side, the cause might be the run-up, the alignment of the front arm or the head. Work backwards through the skill to find the earliest point where things go wrong, because fixing that often corrects several later problems. Focus on the one change that will make the biggest difference.

• The visible error is often only a symptom
• Work backwards to the earliest fault
• Fixing the cause often fixes later problems
• Choose the one change with the biggest impact

In this lesson you will learn what makes feedback effective. Good feedback is specific, so instead of saying well done, say your head stayed still that time, which kept the ball on the ground. It is timely, given soon after the action while it is fresh. It is focused, usually on one point at a time. It is balanced, recognising what went well as well as what to improve. It is honest and delivered in a positive, encouraging tone. Avoid overloading players with constant comments, as too much feedback can stop them thinking for themselves. Give players time to try the change before adding more.

• Specific, not general praise
• Timely and focused on one point
• Balanced, honest and positive
• Avoid overloading players with constant comments

In this lesson you will learn to use questioning in feedback. Rather than always telling players what went wrong, ask questions that help them notice for themselves, such as where did the ball go, what did your front foot do, or how did that feel compared with the last one. Players who work things out themselves often remember the lesson better and become more independent. Use questions that are open and focused on the key point. If a player cannot answer, guide them with a more specific question or a demonstration. Balance questioning with direct instruction, especially with beginners who may need clearer guidance.

• Questions help players notice for themselves
• Self-discovered lessons stick better
• Guide with more specific questions if needed
• Balance questions with direct instruction for beginners

In this lesson you will look at how to correct technique. Once you have identified the key change, explain it simply and, if helpful, demonstrate it. Then give the player a practice that encourages the change, such as a target, a cone placement or a simplified feed. Slowing the skill down or breaking it into parts can help, before putting it back together at full speed. Expect performance to get worse briefly as players adjust, and reassure them that this is normal. Be cautious about making major changes close to a match or with established adult players, and seek advice from experienced coaches for significant technical work, especially with fast bowling actions.

• Explain and demonstrate the key change
• Use practices and targets that encourage it
• Slow down or break the skill into parts
• Expect a temporary dip during change

In this lesson you will learn to develop self-coaching players. In matches, players cannot rely on a coach, so they need to read their own performance. Encourage them to notice how a good repetition feels, to use results such as where the ball went as feedback, and to review their own performance after an innings or a spell. Simple tools such as a short reflection question at the end of a session, a training diary, or a self-rating scale can help. Celebrate when players correctly identify their own improvements or errors. Over time, your role shifts from giving answers to helping players find them.

• Players need to read their own performance
• Use feel and results as feedback
• Encourage reflection and training diaries
• Shift from giving answers to guiding