Feedback

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Feedback
2
FEEDBACK
intrinsic
extrinsic
Augmented Feedback
Sensory Feedback
visual
KR
KP
auditory
cutaneous
proprioception
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Augmented Feedback

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

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What do you think - KR or KP?

• Your foot placement on the beam should be more
  angled
• Keep your head down more eyes on the ball
• Your fast pitch came in at 92 mph
• You need to let the weight down more slowly
• You are shooting high and to the right

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Feedback Considerations

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

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Is feedback necessary?

• Essential?
• Not needed ?
• Enhances learning ?
• Hinders ?

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Is it necessary?

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

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What form should it take?

• Prioritize knowledge of performance feedback
• Provide both error-based and correct performance
  info - when?
• sandwich approach
• Use descriptive and/or prescriptive - when best?
• Associates between errors and corrections

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What do you think - Descriptive or Prescriptive?

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

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How precise should it be?

• Lets see!
• Less precise for novice vs. intermediate
  performers
• More general info more effective in early stages
  of learning
• As precision increases so too should time to
  process it

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How Frequent Should Feedback Be?

• the more the better??? Not!
• Increased frequency better
  for performance while
  reduced frequency better for
  retention
• Various schedules to reduce frequency

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Fading Frequency Schedule

• Higher frequency KR provided early in acquisition
  reduced in later stages

1 2 3 4 5 6 7 8 9
10 11 12
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Bandwidth Schedule

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

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Summary Schedule

• Withholding feedback for given number of trials
• Feedback then given for each trial previously
  performed

1 2 3 4 5 6 7 8 9
10 11 12
10,11,12
1,2,3
4,5,6
7,8,9
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Summary Schedule

• Optimal length of interval influenced by task
  complexity and skill level of learner

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Average Schedule

• Withholding feedback for given number of trials
• Feedback then given as average of performance
  errors that occurred for trials previously
  performed

1 2 3 4 5 6 7 8 9
10 11 12
ave
ave
ave
ave
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Learner-Regulated Schedule

• Learner controls when how much feedback given
• Reduces individualizes feedback frequency
• Actively engages learner in learning process

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Basis for Reduced Schedules

• Guidance Hypothesis
• High frequencies lead to overdependence on
  external feedback
• Low frequencies foster problem-solving less
  likely to overload learner

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Basis for Reduced Schedules

• Consistency Hypothesis
• High frequencies cause learner to continually
  adjust performance
• Constant short-term corrections prevent
  development of stable plan of action

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When should feedback be given?

• 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?