Kin 312 Augmented Feedback

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26 Terms

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Feedback Definition
a generic term that describes information a person receives about the performance of a skill during or after the performance
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2 Categories of Feedback
1. Task Intrinsic Feedback (sensory)
2. Augmented Feedback (task-extrinsic)
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Task Intrinsic Feedback
-performance related sensory information that is naturally available to the performer
o visual
o tactile
o auditory
o proprioceptive (naturally available)
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Augmented Feedback: Definition
-information the person receives about a performance from sources external to themself
-the information adds to or enhances the task-intrinsic information
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2 Types of Augmented Feedback
1. Knowledge of Results (KR): performance related information about the outcome of the performance

2. Knowledge of Performance (KP): performance related information about the movement characteristics that led to the outcome of the performance
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How essential is augmented feedback for skill learning?
1) It can be essential for skill learning
2) It can hinder/slow skill learning
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3 Situations Where Augmented Feedback Can be Essential for Skill Learning
1) Critical task-intrinsic feedback is not available (obstructed view)
ex: big team, no individual attention

2) Person is not capable of detecting the critical task-intrinsic feedback
ex: injury

3) Person is not capable of interpreting the critical task-intrinsic feedback
ex: lack of experience
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3 Situations Where Augmented Feedback Can Hinder/Slow Skill Learning
1) Erroneous (incorrect) KR or KP
2) Concurrent presentation of KP
3) KR or KP presented too frequently
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2 Issues with Content of Augmented Feedback
1) Errors v. correct aspects of performance
2) KR v. KP
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Errors vs Correct Aspects of Performance
-Which type of information do we give the learner?
o Error-related information: action goal achievement role
o "Correct" : motivation role
o Combine both for needs of the learner
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KR vs. KP
-both can provide valuable information

1.KR is especially beneficial to:
-confirm subjective assessment of task-intrinsic feedback
-determine performance outcome when task-intrinsic feedback is not available
-motivate the person to continue (ex: provide times for sprints; gives athlete a time they want to beat & therefore continue sprinting)
-establish a "discovery learning" practice strategy

2. KP is especially beneficial to:
-learn skills with specified movements--the outcome is assessed by movement characteristics (ex: gymnastics, diving)
-improve specific movements or correct specific movement errors
-learn to activate specific muscles
-facilitate learning when KR is redundant with task-intrinsic feedback (ex: "you missed the free throw" , "yeah no shit")
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Types of KP
1) Descriptive KP: KP describes error
2) Prescriptive KP: KP describes error and prescribes how to correct it

-which one is better to facilitate skill learning?
o depends on the learner's stage of learning
-- initial stage of learning: prescriptive preferred
-- later stages of learning: descriptive preferred
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Video Replay
the use of videotape replay should relate to the stage of learning

-initial stage: provide attention-directing or error-correction cues

-later stages: some assistance may be needed, but attention-directing cues may help
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The Timing of Augmented Feedback: Three Issues
1. Concurrent and terminal augmented feedback
2. Time intervals related to terminal augmented feedback
3. Frequency concerns
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Concurrent Augmented Feedback: Definition
augmented feedback available during the performance of a skill
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Terminal Augmented Feedback: Definition
augmented feedback available after the performance of a skill
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Research Based Conclusions: Concurrent Augmented Feedback
Concurrent augmented feedback can:
-facilitate the learning of skills in which critical task-intrinsic feedback is difficult to interpret
ex) learning to activate specific muscles
learning to produce a specific movement force

-Hinder or slow the learning of skills by leading to a dependency on the feedback
ex) performance poorer without the feedback than with it
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Time Intervals Related to Terminal Augmented Feedback
-KR-Delay Interval: used to interpret task-intrinsic feedback
-Post-KR Interval: associate task-intrinsic with augmented feedback
-KR-Delay Interval: used to interpret task-intrinsic feedback
-Post-KR Interval: associate task-intrinsic with augmented feedback
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Research Based Conclusions for the KR-Delay Interval and the Post-KR Interval
Interval Length: minimum length needed for augmented feedback to be effective; no evidence for maximum length

Activity during the interval:
\-most have no effect
\-some hinder learning (ex: similar learning processes required for both)
\-some beneficial for learning (KR-Delay Ex: subjective error estimation; Post-KR Ex: Problem solving activity)
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Frequency of Presenting Augmented Feedback
-Traditional view: augmented feedback for every trial (100% frequency) is best for learning

-Current view: less than 100% frequency is best for learning
*based on research that has investigated several types of techniques that reduce augmented feedback frequency
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2 Reasons Less Than 100% Frequency of Augmented Feedback is Better for Learning

1. Increases problem solving activity:
\-less frequency allows person to actively use their own problem solving strategies
\-100% frequency directs problem solving activity from the instructor's point of view

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2. Guidance Hypothesis:
\-beneficial performance effects of receiving augmented feedback on every practice trial become negative learning effects
\-Why? : augmented feedback becomes a "crutch" on which the learner depends to perform the skill
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4 Techniques that Reduce Augmented Feedback Frequency
1) Fading Technique
2) Performance Bandwidth Technique
3) Learner Requested Feedback Technique
4) Summary Technique
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Fading Technique
-first described in experiment by Winstein & Schmidt (1990)
-systematically reduced KR frequency from every trial to 2/8 trials
-"fading" technique led to better learning than receiving KR every trial
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Performance Bandwidth Technique
-leads to a less than 100% frequency
-results in better learning than KR/KP every trial
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Learner Requested Feedback Technique
-KR/KP only given when learner requests it
-leads to a less than 100% frequency
-results in better learning than KR/KP every trial
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Summary Technique
-KR/KP given for a set of trials (ex: every 5 trials)
-amount of KR/KP is same as 100% frequency, but given less frequently during a practice session
-results in better learning than KR/KP every trial