English 2 (C1 Level)

Session 4 - Final Presentations, Giving Feedback and Advanced Reflective Writing

Learning Objectives

In this session, students present a portion of their body of research in an engaging way with well designed visuals.
Students will give valuable feedback on the presentations with emphasis placed on developing critical thinking skills, articulating reasoned arguments, and engaging with the broader scholarly discourse in sports science.
As a final project, students will reflect on the entire course using the DIEP model of reflective writing to write a reflective piece of writing using professional/academic English.

The Importance of these skills

    1. Presentations - to present your research professionally in English.
    2. Giving feedback professionally in a way that people will take on your ideas without feeling attacked.
    3. Receiving feedback even if the person isn't good at giving feedback. Asking for feedback - asking specific questions to get feedback in a useful way.
    4. Reflective writing using the DIEP model - a guide for any reflective piece. Reflection is good for any learning, journalling and academia.

Giving and Receiving Feedback

Giving feedback professionally in a way that people will take on your ideas without feeling attacked.

Structuring your notes for feedback

What made it effective?
How could it be more effective?
Any suggestions from your own knowledge and experience?

But, how can we word improvements and suggestions without the person feeling attacked?

The SBI Model of Feedback

SBI™ stands for:

Situation: you outline the situation you're referring to, so that the context is clear and specific.

Behaviour: you discuss the precise behaviour that you want to address.

Impact: finally, you highlight the impact of the person's behaviour on you, the team and the organization.

The SBI model of feedback

Our presentation SBI

Situation: In the introduction... When you were talking about .... On that ___ screen, ...

Behaviour/Data point: .. it read..., ...you said..., ...(the slide) had...

Impact: (e.g. how it made you feel or think, what impact on the audience?) .. It made <this impression> on me, ...it might make the audience think..., ...to me, it feels like...

Receiving feedback

Giving and receiving feedback Lesson 5

Don't fixate - take a step back

Opinion Vs Facts

Guiding your own feedback from others

Ask guiding questions to get your own feedback in a way that suits you:

For example,

What might have made it effective (powerful, valuable, ...)?
How could it be more effective, do you think?
Do you have any suggestions from your own knowledge and experience?

Your Presentations

Remember to take some notes for feedback

Note about:

The visuals
Body language
Voice tone
Language used
The impression as a whole (logical, reasoned, knowledgable, ...)

Feedback time

Take some time to think about your feedback, aspects that were effective, improvements, suggestions and the SBI model.

Effective argumentation strategies for articulating reasoned arguments

Using Evidence:
- Example: "The presenter provided compelling evidence from multiple studies to support their hypothesis that regular physical activity reduces the risk of cardiovascular disease. For instance, they cited a longitudinal study published in the Journal of Cardiology showing a significant decrease in heart disease incidence among individuals who engaged in moderate exercise for at least 30 minutes a day."
- Explanation: By referencing specific studies, experiments, or research findings, you can strengthen your argument and provide concrete support for your assessment of the presentation's effectiveness.
Logical Reasoning:
- Example: "The presenter's argument that implementing sports psychology interventions can enhance athletes' mental resilience was logically sound. They presented a clear rationale, stating that by teaching athletes coping strategies and stress management techniques, coaches and sports psychologists can help them overcome performance anxiety and adversity, leading to improved performance outcomes."
- Explanation: Use logical reasoning to analyze the coherence and validity of the presenter's arguments. Assess whether their claims logically follow from their premises and whether their conclusions are supported by the evidence presented.
Critical Analysis:
- Example: "While the presenter made a compelling case for the benefits of high-intensity interval training (HIIT) in improving athletic performance, their analysis overlooked potential limitations of this training approach. For instance, they failed to address concerns about the risk of overtraining and injury associated with HIIT, as well as the importance of individualized programming to accommodate athletes' varying fitness levels and goals."
- Explanation: Engage in critical analysis by examining the strengths and weaknesses of the presenter's arguments and evidence. Identify any gaps, inconsistencies, or overlooked factors that may impact the validity or applicability of their conclusions.