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