feedback

guidance hypothesis

High frequency KR schedules guide the learner toward the correct performance but may lead to over-dependence on extrinsic feedback Learners may not develop their own error detection and correction methods Low frequency KR schedules foster problem-solving skills and are less likely to overload the learner

how often should feedback be provided?

How do we measure KR scheduling? 2 ways to measure feedback frequency: Absolute Frequency: provide feedback for a specific number of trials Relative Frequency: provide KR for a percentage of trials i.e. if 50 trials, 20 trials with KR absolute frequency = 20 relative frequency = 40%

consistency hypothesis

Less feedback produces more consistent movements Providing learners with high frequency KR causes them to adjust performance continuously - prevents learner from developing a stable action-plan Low frequency KR increases performance stability, consistency and thus accuracy

post KR interval

Post KR Interval = period of time after feedback presentation and next trial Should be minimum length of time to allow learner to process feedback, no upper time limit has been established Time when learner is thought to develop "plan of action" Post KR used to engage in planning activities

KR delay interval

period of time between trial and feedback presentation: Should be minimum 3 seconds to allow time for learner to process intrinsic feedback Optimal KR delay depends on skill complexity and level of learner KR delay most beneficial to learning if learner is required to evaluate their performance

terminal feedback

presented AFTER the movement Immediate - presented RIGHT AFTER movement Delayed - presented SOME TIME period AFTER movement

concurrent feedback

presented DURING the movement

relative frequency

provide KR for a percentage of trials i.e. if 50 trials, 20 trials with KR absolute frequency = 20 relative frequency = 40%

absolute frequency

provide feedback for a specific number of trials

self-selected frequency

provided feedback when asked by the learner

program feedback

provides learner with error information about the GMP itself

parameter feedback

provides learner with error information about the parameters of the GMP (ie. amplitude, speed, force)

extrinsic feedback

sensory information provided by an outside source (ie. coach) Is in addition to intrinsic feedback - also known as augmented feedback

feedback

sensory information that arises as a result of movement necessary for learning to occur feedback can improve, hinder or have no effect on skill learning

intrinsic feedback

sensory information that arises when individuals produce a movement a. exteroception- sources outside the person's body b. proprioception- from sources within the person's body- ie. limb position, muscle length etc.

Functions of Extrinsic Feedback

1.Motivation - energizing of learner to increase their efforts to achieve their goals Especially useful when learner is making minimal progress towards goal or to reduce boredom 2.Information - indicates what learner should do to refine movement and correct errors Improves effectiveness and efficiency of movement Can be descriptive or prescriptive 3.Dependence - may cause learner to rely to heavily on extrinsic feedback Reduces performance when no extrinsic feedback available 4.Reinforcement - increases likelihood of performer repeating the response under similar conditions Can be positive reinforcement, negative reinforcement or punishment Thorndike's (1927) Law of Effect - actions followed by pleasant or rewarding consequences tend to be repeated, actions followed by unpleasant or punishing consequences tend to not be repeated

feedback schedules

1.Summary Feedback Feedback about each attempt given after a number of performances Optimal number of trials to summarize depends on task 2.Average Feedback Similar to summary feedback but provides learner with information about average performance, not every attempt i.e. "you were too quick on that series", etc.

feedback implications

Augmented feedback has the potential to vastly improve learning Augmented feedback should provide information regarding errors & correction Augmented feedback changes with type of task and level of learner Timing of feedback critical for learning More is not always better

erroneous feedback

Buekers & Magill (1995) Provided erroneous (incorrect) KR on an anticipation-timing task Subjects negate or discount the accuracy of their own error-detection capabilities and believe the erroneous feedback Effects of erroneous feedback were long lasting - still present in 1 week retention

role of feedback

Depends on skill being learned & learner and may change throughout the learning of a skill There are four possibilities for the role of feedback 1.Extrinsic feedback is essential for skill acquisition... Situations in which sensory information is not available - cannot see the target, impaired sensory pathways, unable to use feedback due to lack of experience Extrinsic feedback is not needed for skill development... Skill may provide enough intrinsic feedback for learning - can see outcome/target, observational learning, etc. Extrinsic feedback enhances skill acquisition... Intrinsic feedback allows only limited information - extrinsic feedback provides additional, needed information Extrinsic feedback hinders skill acquisition... Situation creates dependence on extrinsic feedback & substitute for internal feedback - too frequent feedback, concurrent or erroneous feedback

types of KP

Descriptive - describes error made (better later in learning) - foot was to the left Prescriptive - describes error and how to correct it (better earlier in learning)- foot was to the left, try to kick harder at beginning Error-based - KP based on what performer did wrong (better for skill improvement) - you did it wrong! You $@#!! Idiot! Correct-based - KP based on what performer did right (better for motivation)- way to go, you did it right Mode - can be verbal, videotape,

feedback methodology

During acquisition, KR variables (type, amount, timing, etc.) are manipulated During retention or transfer, typically no KR is given If KR variable changes performance only while manipulated = performance variable If KR variable changes performance, even once removed = learning variable

Knowledge of Performance (KP)

Extrinsic feedback that provides information about the quality of the action performed. ie. "your backswing was too long", "keep your head down"

Knowledge of Results (KR)

Extrinsic feedback, provided after the action, indicating the DEGREE to which the performer achieved the DESIRED RESULT Often redundant with intrinsic feedback - "you made the shot", "you were 3' away from the target" etc.

summary feedback

Feedback about each attempt given after a number of performances Optimal number of trials to summarize depends on task

bandwidth feedback

Feedback given to learner only when errors exceed a certain tolerance level

feedback can relate to GMP

Program feedback provides learner with error information about the GMP itself Parameter feedback provides learner with error information about the parameters of the GMP (ie. amplitude, speed, force) Initially learners need program feedback to learn GMP Once learners have approximation of correct movement pattern parameter feedback assists in refinement of movement

precision of feedback

Qualitative feedback: "you were too slow" "your swing was too fast" Quantitative feedback: "you were 2 seconds off your best time" "aim 5 cm to the left"

average feedback

Similar to summary feedback but provides learner with information about average performance, not every attempt i.e. "you were too quick on that series", etc.

faded feedback

Systematically reduce feedback frequency relative feedback frequency is high at beginning of learning, then fades

Precision of KR Varies With Stage of Learning

early practice: Qualitative KR may provide sufficient feedback for improvement Limit to benefits of increasing precision middle stages: Quantitative better than qualitative feedback Utilize more precise feedback as learning progresses later stages: Increasing KR precision may be beneficial if KR can be resolved

accumulated feedback

feedback represents a number of trials

distinct feedback

feedback represents each performance separately

types of feedback

intrinsic feedback extrinsic feedback