Feedback. FEEDBACK intrinsicextrinsic Sensory Feedback Augmented Feedback visual auditory...
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FeedbackFeedback
FEEDBACKFEEDBACK
intrinsicintrinsic extrinsicextrinsic
Sensory FeedbackSensory Feedback Augmented FeedbackAugmented Feedback
visualvisual
auditoryauditory
proprioceptionproprioception
KRKR KPKP
cutaneouscutaneous
Augmented FeedbackAugmented Feedback
Info provided learner from external source Info provided learner from external source to supplement movement-produced to supplement movement-produced feedbackfeedback– Knowledge of Results (KR)Knowledge of Results (KR)– Knowledge of Performance (KP)Knowledge of Performance (KP)
Purposes of augmented feedback?Purposes of augmented feedback?– GuideGuide– MotivateMotivate– ReinforceReinforce
What do you think - KR or KP?What do you think - KR or KP?
Your foot placement on the beam should be Your foot placement on the beam should be more angledmore angled
Keep your head down more & eyes on the ballKeep your head down more & eyes on the ball Your fast pitch came in at 92 mphYour fast pitch came in at 92 mph You need to let the weight down more slowlyYou need to let the weight down more slowly You are shooting high and to the rightYou are shooting high and to the right
Feedback Considerations Feedback Considerations Is it necessary?Is it necessary? What form or type of feedback should be What form or type of feedback should be
given?given? When should it be given?When should it be given? How often should it How often should it
be given?be given?
Is feedback necessary?Is feedback necessary?
Essential? Essential? Not needed ?Not needed ? Enhances learning ?Enhances learning ? Hinders ? Hinders ?
Is it necessary?Is it necessary?
EssentialEssential when task-intrinsic feedback not when task-intrinsic feedback not availableavailable
Not neededNot needed when task-intrinsic feedback when task-intrinsic feedback sufficient or provided through observationsufficient or provided through observation
EnhancesEnhances learning when fine discrimination learning when fine discrimination between movements needed or multi-limb between movements needed or multi-limb coordination involvedcoordination involved
HindersHinders if become over-dependent if become over-dependent
What form should it take?What form should it take?
Prioritize knowledge of performance Prioritize knowledge of performance feedbackfeedback
Provide both error-based and correct Provide both error-based and correct performance info - when? performance info - when? – ““sandwich” approachsandwich” approach
Use descriptive and/or prescriptive - when Use descriptive and/or prescriptive - when best?best?– Associates between errors and correctionsAssociates between errors and corrections
What do you think - What do you think - Descriptive or Prescriptive?Descriptive or Prescriptive?
Your plant foot is landing too far in front of youYour plant foot is landing too far in front of you
When you release the ball, continue to flex your When you release the ball, continue to flex your wrist so your fingers are pointing downwrist so your fingers are pointing down
The ball is behind your head when you contact itThe ball is behind your head when you contact it
Your knee is not reaching full extensionYour knee is not reaching full extension
Shift your weight forward before steppingShift your weight forward before stepping
How precise should it be?How precise should it be?
Let’s see!Let’s see! Less precise for novice vs. intermediate Less precise for novice vs. intermediate
performersperformers More general info more effective in early More general info more effective in early
stages of learningstages of learning As precision increases so too should time to As precision increases so too should time to
process itprocess it
How Frequent Should How Frequent Should Feedback Be?Feedback Be?
““the more the better”??? Not!the more the better”??? Not! Increased frequency better Increased frequency better
for performance while for performance while reduced frequency better for reduced frequency better for retentionretention
Various schedules to reduce Various schedules to reduce frequencyfrequency
Fading Frequency ScheduleFading Frequency Schedule
Higher frequency KR provided early in Higher frequency KR provided early in acquisition & reduced in later stagesacquisition & reduced in later stages
1 2 3 4 5 6 7 8 9 10 11 12
Bandwidth Schedule Bandwidth Schedule Feedback only provided if errors exceed Feedback only provided if errors exceed
certain rangecertain range Feedback systematically reduced according Feedback systematically reduced according
to level of proficiencyto level of proficiency Learner interprets absence of KR as Learner interprets absence of KR as
satisfactory performancesatisfactory performance
Summary ScheduleSummary Schedule
Withholding feedback for given number of Withholding feedback for given number of trialstrials
Feedback then given for each trial Feedback then given for each trial previously performedpreviously performed
1 2 3 4 5 6 7 8 9 10 11 12
1,2,3 4,5,6 7,8,9 10,11,12
Summary ScheduleSummary Schedule
Optimal length of interval influenced by Optimal length of interval influenced by task complexity and skill level of learnertask complexity and skill level of learner
Average ScheduleAverage Schedule
Withholding feedback for given number of Withholding feedback for given number of trialstrials
Feedback then given as average of Feedback then given as average of performance errors that occurred for trials performance errors that occurred for trials previously performedpreviously performed
1 2 3 4 5 6 7 8 9 10 11 12
ave ave ave ave
Learner-Regulated ScheduleLearner-Regulated Schedule
Learner controls when & how much Learner controls when & how much feedback given feedback given
Reduces & individualizes feedback Reduces & individualizes feedback frequencyfrequency
Actively engages learner in learning processActively engages learner in learning process
Basis for Reduced SchedulesBasis for Reduced Schedules
Guidance HypothesisGuidance Hypothesis– High frequencies lead to overdependence on High frequencies lead to overdependence on
external feedback external feedback – Low frequencies foster problem-solving & less Low frequencies foster problem-solving & less
likely to overload learnerlikely to overload learner
Basis for Reduced SchedulesBasis for Reduced Schedules
Consistency HypothesisConsistency Hypothesis– High frequencies cause learner to continually High frequencies cause learner to continually
adjust performanceadjust performance– Constant short-term corrections prevent Constant short-term corrections prevent
development of stable plan of actiondevelopment of stable plan of action
When should feedback be given?When should feedback be given?
Very short KR delay intervals provide insufficient Very short KR delay intervals provide insufficient time for processing movement-related feedback time for processing movement-related feedback nor allow for error detection/correction activitiesnor allow for error detection/correction activities
Longer delay intervals & error estimation leads to Longer delay intervals & error estimation leads to better retention and performance when no better retention and performance when no feedback availablefeedback available– Develop self-evaluation skillsDevelop self-evaluation skills– ““Why do you think the ball went to the left?”Why do you think the ball went to the left?”– ““Do you think your arm came straight down or Do you think your arm came straight down or
across your body?”across your body?”