KIN 321M Ch. 15

2 Types of Cues for Video Feedback

-Attention-directed cues -Attention-focusing cues

2 types of Knowledge of Performance

-Descriptive Feedback -Prescriptive Feedback ---combining both is the most effective

2 Main types of Feedback

-Intrinsic -Extrinsic

Equipment

-can be used to monitor performance ---radar guns and stopwatches -critical for therapists who need specific devices to assist with walking, regaining balance, or increasing strength

Corrective or Error-Based Feedback (TYPE)

-effectiveness on which to use depends on learner's skill level, motivation, and interest -novices: error-based so learn to correct movement patterns -unmotivated/disinterested learners: correct-based to serve as encouragement to continue efforts by confirming progress -OPTIMAL= provide feedback on both error and correct components ---Sandwich Approach: ------bread= praise ------meat= constructive criticism

Negative Reinforcement

-evokes unpleasant feelings that the learner will want to avoid at all costs -can be derived simply from embarrassment over a poor performance ---can serve to strengthen the desired movement as a result/reinforces the correct movement -ex: buzzing sound from not having your seat belt buckled causes you to buckle bc you do not want to hear annoying sound anymore

Feedback Precision

-feedback should be less precise for beginners ----more general instructions can be more effective for cognitive stage -more precise feedback is more meaningful as learners begin refining the task in the associative stage

Feedback as Motivation

-improvements are rewarding -little improvement can be discouraging

3 Main Functions of Extrinsic Feedback:

-information -motivation -reinforcement

Misconceptions About Feedback (Table 15.3)

-more is better -the faster the better -increased precision is better

Video Feedback

-more useful when provided over an extended period of time ---since provides so much info, need time to fully benefit from it -----longer time period gives learners more opportunities to practice ---if used less than 5 weeks has no improved performance -providing this without cueing the learner to specific aspects of the movement is also ineffective ---especially the novice learner and may actually be detrimental

Feedback Schedules (SCHEDULING)

-not enough KR during initial stages of learning is also detrimental, not just too much KR -very little KR provided: ---learners not receiving guidance they need to perform the movement ---beginners do not know what they're doing correctly or incorrectly and may spend significant time trying new strategies ---learners require significantly more time to improve and may even lose motivation or interest in the process -no optimal reduced-frequency feedback schedule has been found to be most effective ---4 types: ------Faded Feedback ------Summary Feedback ------Average Feedback ------Learner-Regulated Feedback

Feedback as Information

-performance outcome (KR) -sensations produced by the movement (intrinsic feedback) -quality of the movement (KP) -nature of the errors (descriptive feedback) -suggestions on how to correct errors (prescriptive feedback)

Positive Reinforcement

-rewarding -intended to increase the likelihood that successful attempts will occur more consistently, but must be provided immediately following the performance attempt to be beneficial -can be given verbally or nonverbally thru gestures -use sparingly and only when deserved -instructor should find at least some aspect of the movement pattern to praise -to be effective, it must be perceived as a reward from the learner and not misinterpreted as punishment or lack of capabilities

Feedback Frequency (FREQUENCY)

-too much feedback is detrimental to learning -Guidance Hypothesis: ---asserts that the benefits of high-frequency KR can be deceiving bc learners will generally perform better initially than if they received lower-frequency KR -High-frequency: ---become overly dependent on extrinsic feedback which promotes passive learning--- rely less on their own sensory sources of feedback ---learner does not develop critical problem-solving skills necessary for performing without guidance of extrinsic feedback -Low-frequency: ---learners become more active in the process ------they reflect on and evaluate their movements ------helps them to perform without provision of feedback -more feedback provided for: ---beginners ---complex tasks ---tasks long in duration

Providing Effective Feedback

-type of feedback -frequency of feedback -timing of feedback -scheduling of feedback

Video feedback learning stages

1) Shock 2) Error Detection 3) Error Correction 4) Independence

Sandwich Approach

1. Reinforce- reinforce correct performance (praise learner's strengths) 2. Error Correct- suggest improvements based on errors 3. Motivate- encourage by discussing benefits of correcting the error -EX: 1. "Good! You kept your eye on the ball, and you had good timing" 2. "Next time, spread your feet a little wider" 3. "Spreading your feet wider will help your balance"

Visual Feedback

2 types: -kinematic and kinetic ---types of KP, providing info in addition to intrinsic feedback ---shown to be more effective than KR

Nonverbal Forms of Feedback

3 types: 1) Equipment 2) Biofeedback 3) Visual Feedback -can include auditory feedback (buzzers or a metronome) or visual feedback (pics or videos, info from equipment) ---consequent sounds: -----include differing sounds of a racquetball hitting the wall (info about speed and trajectory) -----can also provide info about rhythm of a movement

Extrinsic Feedback

any feedback provided by an instructor, trainer, therapist, coach, friend, or equipment -supplemental to the intrinsic sources of feedback -can enable quicker learning and enhance retention while also increasing learner motivation -verbal vs nonverbal -concurrent (during the movement) vs. terminal (following completion of movement)

Faded Feedback

based on skill level of learner -beginners receive high-frequency feedback to guide and reinforce the movements ---should receive 80-100% relative frequency of KR depending on complexity and duration of motor skill -Relative vs. Absolute Frequency of KR

Attention-directed cues

cues that direct attention to the most important aspects of the movement pattern -novices and highly skilled athletes benefit from these cues -improves performance following video feedback

Attention-focusing cues

cues that no only direct learner's attention to specific aspects of movement pattern, but also include error correction suggestions -provide the greatest benefit

Descriptive Feedback

describes the movement pattern -useful for explaining to learner what they are doing incorrectly

Important considerations for effective feedback

determining the most appropriate: -type -precision -frequency -time

Summary Feedback

feedback following a set # of performance attempts -instructor summarizes each performance attempt -videos are also a source of summary feedback--- preferably receiving attention-directed feedback regarding their performance attempts -fewer trials should be summarized with longer or more complex motor skills

Intrinsic Feedback

feedback received thru the sensory systems (vision, proprioception, audition, etc.) -the production of the task itself generates feedback ---can be supplemented by coaches, instructors, peers, or equipment

Average Feedback

following a set # of performance attempts -practitioner discusses only the average performance error(s) or the essence of the performances with the learner, does not provide feedback on every attempt or movement -provides less, more focused feedback than summary feedback ---summary and average are equally effective, but average may be more appealing to practitioners ---also advantageous to learners bc are less likely to become overwhelmed with too much info

Extrinsic Feedback Timing

immediate feedback actually prevents learners from reflecting on the movement--- promotes passive learning -interresponse interval= time period between one performance attempt and the next ---broken down into 2 other temporal intervals ------feedback delay interval ------postfeedback interval

Biofeedback

is extrinsic feedback that provides concurrent info related to the activity of physiological processes ---info provided to shape behavior during performance -common form: HR monitor -others: BP monitors, chronometers, EMG ---benefits from biofeedback devices used in rehabilitation settings are generally lost once biofeedback is removed

Knowledge of Results

is terminal feedback that describes the outcome of the movement

Relative Frequency of KR

is the percentage of performance attempts in which KR is provided RF of KR =(Absolute Frequency of KR / total # of trials) X 100%

Error Correction Stage

learners can now identify what the errors are, the know the cause of the errors, and they focus upon learning how to correct for the identified errors -instructor's role: ---encourage problem-solving skills

Error Detection Stage

learners critically observe performance and identify some performance errors -instructor's role: ---distinguish relevant and irrelevant cues ---provide attention-focusing cues

Independence Stage

learners detect and correct errors and have little to no dependence on instructor -instructor's role: ---little to no supplemental role ---provide encouragement

Kinematic Feedback

provides info on the observable aspects of the movement -ex: the space-time properties of a performance -can be very beneficial during learning process -most common forms: pics, illustrations, and video replays of limb position, velocity, or acceleration -to benefit acquisition and retention, it must provide additional feedback regarding goal achievement ---it's not that the movement affects the goal achievement; rather, the movement pattern is the goal achievement

Kinetic Feedback

provides info on the underlying processes of the movement -ex: force -graphs for force-time curve have been found useful ---can see whether need more or less force and learn appropriate timing in relation to amount of force required

Verbal Forms of Feedback

provides knowledge of results (KR) or knowledge of performance (KP) ---regarding outcome and quailty

Knowledge of Performance

provides specific feedback about the quality of the movement production ---informs the learner about the components of the movement pattern that led to the outcome

Prescriptive Feedback

provides suggestions to correct the error ---novice need more of this type of feedback bc have not learned how to correct errors yet

Feedback as Reinforcement

reinforcement= occurs when the feedback following a performance attempt increases the probability of similar performance attempts in the future -2 types: ---Positive Reinforcement ---Negative Reinforcement

Learner-Regulated Feedback

the learner is in control of the provision of feedback, deciding after which trials and how often to receive extrinsic feedback -increases learning -possible benefits: ---increased active role, providing learners with increased cognitive processing of the movement and feedback ---increased motivation

Absolute Frequency of KR

the number of trials with KR

Feedback Delay Interval

time period between the completion of an attempt and the presentation of feedback -should not be too long (memory of movement production will be decreased due to forgetting) or too short (not enough time to engage in necessary cognitive operation) -should be long enough to allow learners to process and evaluate intrinsic feedback ---how the movement felt, how they performed, what errors they may have made, and how to correct them -prompting learners to self-reflect and evaluate their performance leads to increased retention

Postfeedback Interval

time period between the presentation of the extrinsic feedback and the learner's subsequent performance attempt -learners need sufficient time to be able to process the feedback and plan how they are going to perform their next attempt -children require longer interval-- have greater processing limitations than adults ---increased interval allows young learners more time to develop error detection and correction mechanism that is necessary for learning -instructor can check how well the learner understands their performance errors and the effectiveness of the feedback by facilitating cognitive processing by asking learners how they're going to execute the next attempt/what they will do differently/etc.

Bandwidth Feedback

when feedback is given only when performance is outside a particular range/ "range of correctness" -the absence of feedback provides positive reinforcement and can be motivational -eliminates the provision of too much feedback -promote significantly more retention than both high- and low-frequency KR ---benefits may result from fact that this strategy inherently involves a fading schedule

Shock Stage

when learners are more focused/preoccupied with irrelevant factors (overall appearance rather than movement patterns/performance) when introduced to video feedback -instructor's role: ---allow learner to become familiar with viewing videos ---hold off on further instruction until learner is ready