Feedback FEEDBACK intrinsic extrinsic Augmented Feedback Sensory Feedback

Feedback

FEEDBACK intrinsic extrinsic Augmented Feedback Sensory Feedback visual KR auditory cutaneous proprioception KP

Augmented Feedback n Info provided learner from external source to supplement movement-produced feedback – Knowledge of Results (KR) – Knowledge of Performance (KP) n Purposes of augmented feedback? – Guide – Motivate – Reinforce

What do you think - KR or KP? Your foot placement on the beam should be more angled n Keep your head down more & eyes on the ball n Your fast pitch came in at 92 mph n You need to let the weight down more slowly n You are shooting high and to the right n

Feedback Considerations Is it necessary? n What form or type of feedback should be given? n When should it be given? n How often should it be given? n

Is feedback necessary? Essential? n Not needed ? n Enhances learning ? n Hinders ? n

Is it necessary? Essential when task-intrinsic feedback not available n Not needed when task-intrinsic feedback sufficient or provided through observation n Enhances learning when fine discrimination between movements needed or multi-limb coordination involved n Hinders if become over-dependent n

What form should it take? Prioritize knowledge of performance feedback n Provide both error-based and correct performance info - when? n – “sandwich” approach n Use descriptive and/or prescriptive - when best? – Associates between errors and corrections

What do you think Descriptive or Prescriptive? n Your plant foot is landing too far in front of you n When you release the ball, continue to flex your wrist so your fingers are pointing down n The ball is behind your head when you contact it n Your knee is not reaching full extension n Shift your weight forward before stepping

How precise should it be? Let’s see! n Less precise for novice vs. intermediate performers n More general info more effective in early stages of learning n As precision increases so too should time to process it n

How Frequent Should Feedback Be? “the more the better”? ? ? Not! n Increased frequency better for performance while reduced frequency better for retention n Various schedules to reduce frequency n

Fading Frequency Schedule n 1 Higher frequency KR provided early in acquisition & reduced in later stages 2 3 4 5 6 7 8 9 10 11 12

Bandwidth Schedule Feedback only provided if errors exceed certain range n Feedback systematically reduced according to level of proficiency n Learner interprets absence of KR as satisfactory performance n

Summary Schedule Withholding feedback for given number of trials n Feedback then given for each trial previously performed n 1 2 3 4 1, 2, 3 5 6 7 4, 5, 6 8 9 10 7, 8, 9 11 12 10, 11, 12

Summary Schedule n Optimal length of interval influenced by task complexity and skill level of learner

Average Schedule Withholding feedback for given number of trials n Feedback then given as average of performance errors that occurred for trials previously performed n 1 2 3 ave 4 5 6 ave 7 8 9 10 ave 11 12 ave

Learner-Regulated Schedule Learner controls when & how much feedback given n Reduces & individualizes feedback frequency n Actively engages learner in learning process n

Basis for Reduced Schedules n Guidance Hypothesis – High frequencies lead to overdependence on external feedback – Low frequencies foster problem-solving & less likely to overload learner

Basis for Reduced Schedules n Consistency Hypothesis – High frequencies cause learner to continually adjust performance – Constant short-term corrections prevent development of stable plan of action

When should feedback be given? n n Very short KR delay intervals provide insufficient time for processing movement-related feedback nor allow for error detection/correction activities Longer delay intervals & error estimation leads to better retention and performance when no feedback available – Develop self-evaluation skills – “Why do you think the ball went to the left? ” – “Do you think your arm came straight down or across your body? ”