ABSTRACT
In Chapter 1 we discussed the sources of information that are available to the learner during performance. It should be clear from this discussion that information feedback, whether this is provided through intrinsic or extrinsic sources, alerts the performer to error. Information plays an important error-alerting role. In addition to error-detection, the performer also requires information about how to correct error. Information therefore can play an important error-correcting role. Seeing that a putt was missed contains little or no information about how the shot should be changed or corrected on the next attempt. At a very basic level, the performer might know that a correction to the right will be needed if the ball goes too far left, but how to control the ball to effect this change needs to be discovered through practice and taught by a coach. This error-correcting role can at a very basic level be encouraged through outcome feedback alone (i.e. I missed, therefore I need to do something different next time), but more
frequently instructions and demonstrations are provided to alert more specifically as to what to change. Combining demonstrations with verbal cues is one technique for alerting to specific errors and also to ways of correcting these errors. Combining demonstrations with video feedback may help the performer evaluate what to change to perform more like a skilled performer.
