Feedback

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Feedback

• KIN 340

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KR Lab Part I
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What is it?

• Feedback or SENSORY Feedback
• information about the accuracy and success of
  movement

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Functions of Feedback

• 1. Reinforcing the learner
• 2. Informing the learner
• 3. Motivating the learner

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Types of Feedback

• General
• Often motivational
• Does not give learner specific information about
  performance
• e.g., super job, nice going, atta boy or atta
  girl

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Types of Feedback (cont.)

• Specific
• Directly related to performance
• Contains specific information regarding what
  performer did and/or information on how to
  improve skill

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Augmented Feedback

• Extrinsic feedback in which information about the
  movement is provided by an outside source (e.g.,
  comments from coach, stopwatch results, judges
  score)

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Augmented Feedback

• Strongest and most important variable controlling
  performance and learning
• Increases the rate of improvement on new tasks
  (info to guide error correction)
• Enhances performance on overlearned tasks
• Makes tasks more interesting

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Augmented Feedback

• two types
• knowledge of results
• knowledge of performance

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Augmented FeedbackKnowledge of Results (KR)

• External info about the outcome of performing a
  skill or about achieving the goal of the
  performance
• Examples
• To an archer - The shot was in the blue at 9
  oclock.
• To a hurdler - You completed the race in 54.6
  seconds.

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Augmented FeedbackKnowledge of Performance (KP)

• External info about the movement characteristics
  that led to the performance outcome
• Examples
• To an archer - You pulled the bow to the left at
  the release of the arrow.
• To a hurdler - You dropped your hips over
  hurdles 3 and 5.

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General Tips for Giving Effective Feedback

• Be positive
• Give immediate feedback
• Correct one error at a time
• Give individual and group feedback
• Be specific
• Plan your feedback
• Use the feedback sandwich method

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KR Lab Part II
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When should augmented feedback be given?

• Using your data for the KR lab, decide which of
  the following best helped performance on the
  task
• Concurrent - feedback given at the end of a
  practice attempt
• Delayed - one interval is between the end of one
  practice attempt and the augmented feedback

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Uses of Feedback in Developing Childrens
Perception of Competence

• Childrens use of feedback in judging competence
  -- developmental issue
• 3 to 6 year old children
• Determine competence by DOING the task
• An intrinsically defined standard of success
• I know I am good at jumping because I can jump
  across the creek that is behind my house.

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Uses of Feedback in Developing Childrens
Perception of Competence

• 3 to 6 year old children (cont.)
• Feedback from significant adults
• My teacher says that I can bat really good.
• Comments are taken at face value (even when
  child cannot perform the skill as well as other
  children)

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Uses of Feedback in Developing Childrens
Perception of Competence

• 3 to 6 year old children (cont.)
• Hard work at a task indicates high ability
• I know that I am good at jumping because I tried
  and tried to jump high, and then I did.
• Context influences perceptions of ability
• Motor skill programs that place a high emphasis
  on being the best or winning would lead to
  lower perceptions of ability

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Recommendations for giving feedback to 3 to 6 yr.
old children

• Provide children with multiple opportunities to
  demonstrate mastery or task accomplishment
  experiences
• e.g., obstacle course that provides different
  challenges but that all can complete

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Recommendations for giving feedback to 3 to 6 yr.
old children

• Provide positive feedback from significant adults
  for performance accomplishments
• Feedback should be contingent on task
  accomplishment

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Example Contingent FB

• What would be the best response from a parent to
  a child who comes home and says, I did 15
  sit-ups in gym class today?
• Great, that is excellent. You must have worked
  hard to get that many.
• How many did the other children do?
• Oh, thats nice.

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Uses of Feedback in Developing Childrens
Perception of Competence

• Children 7 to 12 years old
• Perceptions of competency decreases somewhat
  during 1st and 2nd grade, but remain fairly
  stable from 8 to 12 years of age
• Childrens ability to accurately judge the
  quality of their performance increases linearly
  over this age range

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Uses of Feedback in Developing Childrens
Perception of Competence

• Children 7 to 12 years old (cont.)
• Children begin using peer comparison process to
  evaluate their own performance
• I know that Im good at running because I can
  beat all of my friends.
• Im not good at basketball because I am always
  the last one picked for a team in gym class.

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Uses of Feedback in Developing Childrens
Perception of Competence

• Children 7 to 12 years old (cont.)
• Childrens use of feedback from parents declines
  in importance from age 8 to 14
• Coaches and peers are more important sources of
  information.

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Uses of Feedback in Developing Childrens
Perception of Competence

• Children 7 to 12 years old (cont.)
• Adults feedback no longer taken at face value,
  rather children evaluate feedback relative to
  other sources of information

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Uses of Feedback in Developing Childrens
Perception of Competence
A Case Scenario

• 10 yr. old child does not perform as well as
  other teammates on a soccer drill, receives
  positive feedback from his coach in the form of a
  general statement such as Good job, Jimmy.
• Teammates who performed better got no praise.
• What is Jimmys conclusion?

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Uses of Feedback in Developing Childrens
Perception of Competence

• What is Jimmys conclusion?
• I must be really bad if my coach thinks this is
  a good performance for me.
• Negative view of perceived competence
• Child who receives criticism from an adult may
  perceive higher personal ability than does a
  child who exhibits the same level of performance
  but gets no feedback.

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Uses of Feedback in Developing Childrens
Perception of Competence

• At older end of age range, maturational issues
  (body shape, size, composition) cloud childrens
  interpretation of peer comparison information
• During the end of this age range and through
  adolescence, children move from a mastery
  orientation to an outcome orientation.

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Implications for coaches, teachers, and parents

• Encourage use of self-comparison
• Use a personal improvement chart
• Use individual accomplishment awards (skill
  mastery awards)
• Use goal setting techniques

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Implications for coaches, teachers and parents
(cont.)

• Parents and coaches must understand the influence
  of maturation on performance
• Adjust expectancy-biased behavior (especially for
  later maturers)
• Provide appropriate and contingent performance
  feedback