EXSC 230: Augmented Feedback (4)

Error Detection Practice:

- Can be visual, tactile, or auditory - Must be sensitive to the patterns of movement produced feedback associated with various performance outcomes - Feeling the steering wheel (wheels unbalanced) - Ask learners to describe or estimate what they felt

Professional Implication:

- Determine if the performer should practice the skill as a whole or in parts (i) Whole practice for skills low in complexity and high in organisation (ii) Part practice for skill high in complexity and low in organisation - Use the various part training approaches in the practice of the skill - Use attention focus strategies in practicing the whole skill

Knowledge of Results (KR):

- External verbal or verbalisable information about the outcome of performance or attainment of a goal

Importance of Augmented Feedback - Informational Role:

- Inform success, allows performer to adjust their execution in real time - Outcome (no intrinsic)

Biofeedback:

- Instrumentation that provides information about physiological processes involved in performance - Does the performer understand the relationship between the physiological processes and skill execution?

Segmentation Approach:

- Involves separating the skill into parts and then practicing the parts - A - AB - ABC: progressive part - Use progressive part for skills involving learning movement sequences - e.g. computer keyboarding, musical score on piano, dance

Bandwidth KR:

- Involves setting some criterion range of errors within which knowledge of results (KR) is not provided - In effect, reduces maladaptive short-term corrections - When no KR received, learner assumes response is correct

KR Summary:

- Is a format of presenting knowledge of results in which a predetermined number of trials are completed before knowledge of results is presented for that set

Bilodeau, Bilodeau, & Shumsky (1959):

- Manipulated absolute KR during practice of a positioning task

Winstein & Schmidt (1990):

- Manipulated relative KR frequency assessed practice and retention performance

Bilodeau & Bilodeau (1958):

- Manipulated relative Kr frequency - Performance improved only after KR - Learning depends on absolute frequency of KR - Performance vs. Learning (no retention used)

Lead-Up Activities:

- May b perceived as being a disadvantage as they may be different from the goal activity and the motor transfer could be very small - May be positive - Element of fear - Heights and fear - Gymnastics (kipping)

Motor Programs and Simultaneous Actions:

- One motor program to write V - Another motor program to write V & Y simultaneously - e.g. piano playing

Slow Motion Practice:

- One way to simplify a skill is to slow it down Benefits: - Can be useful early in the learning process - Provide more effective control - Reducing errors in the fundamental pattern Problems: - Could change the essential dynamics of the movement (e.g. throwing task lasting 20 seconds) - Especially if the target context requires normal speed movement (e.g. cricket match, golf swing, tennis serve)

Skill Complexity & Organisation:

- Organisation and complexity characteristics of a skill provide the basis of using whole or part practice Skill Complexity: - Relates to how many parts of components are in the task - Relates to the complexity of information-processing demands of the task Skill Organisation: - Refers to how the components of the task interrelate

Feedback Schedules - Fading of KR and KP:

- Provides feedback more frequently early in practice, and then gradually reduces - In effect, reduces dependence on KR later in practice

Knowledge of Performance (KP):

- Refers to information about actual movement pattern, the characteristics that led to performance & outcome

Fractionalisation Approach:

- Related to bimanual skills in which one practices each arm separately before performing with the arms together - e.g. playing an instrument, sidestroke in swimming, tennis serve - Practice should begin with the hand that has the more difficult task

Importance of Augmented Feedback - Motivational-Learning Role:

- Reward, behaviour repeated - Punishment, behaviour avoided - Use of information to compare performances to performance criteria, what needs to change

Decision to use Whole or Part Practice:

- Skill low in complexity and high in organisation (whole practice is appropriate) - Skill high in complexity and low in organisation (part method is appropriate)

The Number of Motor Programs:

- The major determinant of whole vs. part practice is whether the movement is governed by a single program - If the movement is very fast it will certainly be governed by a single program and should be practiced as a whole - If the movement is slower and there is a break in the movement that is easily adjusted it is possibly that the movement is governed by more than one program

Other Types of Augmented Feedback:

- Video technology - Motion analyses - Movement kinematics - Biofeedback - EMG

Attention Approach to Involving Part Practice in Whole Practice:

- Where you would practice the skill using whole method but focus one's attention to specific parts - Use the attention allocation policy of momentary intentions to direct one specific parts of a skill (i) Instructions that directed one's attention establishes a part practice environment while practicing the skill in its entirety

Bandwidth KR (Sherwood, 1988):

- With larger bandwidths there is an improvement in responses consistency and reduction in VE (?) - Larger bandwidths have a reduction in relative frequency of KR - Reduce dependency on KR

Is Augmented Feedback Always Useful?

- Yes, can provide vital information when intrinsic not available or not easily interpreted - No, when intrinsic is readily available and sufficient, modelling or observational learning available - Not vital, but does increase efficiency of learning - Can hinder, dependency on feedback that is not available during testing or competition, neglect intrinsic.

KR & KP Frequency:

1. Absolute: total number of trials with KR 2. Relative: number of tKR trials/total number of trials

Guidance Hypothesis - Negative Effects of KR:

1. Learner becomes dependent on KR 2. Blocks processing of intrinsic sources of feedback 3. Prevents use of alternative strategies 4. Maladaptive short-term corrections

What is the general role of augmented feedback?

Augmented feedback is crucial in enhancing task intrinsic feedback that's already there

Augmented Feedback - During:

Concurrent feedback

Augmented Feedback Summary:

Feedback can be essential for skill learning - Instances where intrinsic sources may not be available - Instances where the goal of the skill is unclear Feedback may not be necessary for skill learning - May provide redundant information - May provide only a temporary aid for performance - May have detrimental effects on learning (i) Learner becomes dependent on KR (ii) Blocks processing of intrinsic sources of feedback (iii) maladaptive short-term corrections

Feedback and Skill Learning - Augmented Feedback:

Performance related information added to or enhancing task-intrinsic feedback - Feedback about performances in addition to intrinsic - Comes from external sources

Feedback and Skill Learning - Task-Intrinsic Feedback:

Sensory-perceptual information that is a natural part of performing a skill

Augmented Feedback - After:

Terminal feedback

Define augmented:

To enhance or make bigger