Whilst the developments in linking theory to practice have had positive and transformative impact on students it remains the case that the nature of feedback given to the student is a key factor influencing the skill–acquisition process and enables students to become an effective reflective practioner.
Traditionally, sports therapy staff have provided written subjective feedback on different components of core Sports Therapy skills. Time constraints and large cohorts, has made it difficult for staff to provide students’ with regular individual support, guidance and in-depth feedback.