A teacher shows a student leaving a ten-foot putt short and then informs her that the putt needed to be hit with more speed. This is an example of what type of feedback?

• A. Descriptive KR
• B. Redundant KR
• C. Concurrent KR
• D. Terminal KR

Answer: (B)

This item is testing how feedback about a completed movement is categorized by its usefulness and what it adds beyond the observable outcome. After the putt comes up short, the instructor states that more speed was needed. That feedback confirms the result and offers a straightforward corrective cue, but it doesn’t add new diagnostic information about what specific aspect of the movement caused the miss or how to adjust the technique in a deeper way. Because the learner can already see the miss from the outcome, and the corrective instruction restates that need in a simple way without extra detail, this is an example of redundant knowledge of results. It’s delivered after the action (terminal), but the key feature here is redundancy. Descriptive or prescriptive detail about the movement isn’t provided, and it isn’t given during the movement, so it doesn’t fit those other categories.