If a cognitive learner serves the ball and it ends up in the net, they will receive a "no" response because the result was not successful. Performance knowledge is an extension of outcome knowledge. Performance knowledge includes feedback from an external source to help performers develop or modify techniques. This could include a trainer informing people not to bend their arms while digging. The vocabulary and terminology used must be adjusted so that beginners can understand. Beginners can only acquire small amounts of information because short-term sensory reserve is limited, so feedback must be concise. Therefore coaches should focus on improving one part of a skill at a time, for example coaches might tell a beginner: "When serving focus on contacting the ball with an outstretched hand", this instruction will not overwhelm the beginner. Relevant information, through selective attention, is stored in short-term memory. However, short-term memory only stores information for about 60 seconds. To store information in long-term memory you need to act on the information accordingly. This might involve practicing a peak routine. Breaking down an entire skill into subroutines can also help beginners retain information, this is called Chunking. The tip of the volleyball may be broken; run, jump, touch and land. This would help keep the information to a minimum for beginners. Applying these coaching and learning styles helps improve beginners' performance and progress