Feedback in Motor Learning

These flashcards focus on key concepts, terms, and definitions related to feedback in motor learning.

Feedback

Information about performance that can be used for improvement or motivation.

Modeling vs Feedback

Motivation is how you do something while Feedback is about what you just did incorporating post performance information

Intrinsic Feedback

Information about performance based on one's own sensory perceptions including proprioception, feelings, vision, and/or hearing.

Augmented Feedback

Information provided by an external source about performance including person(s), measurement, score, image, and/or video.

What are the types of information feedback provides?

Knowledge of Performance (KP) and Knowledge of Results (KR).

KR (Knowledge of Results)

Feedback that provides information about the outcome, goal or result of an action.

KP (Knowledge of Performance)

Feedback that provides information about the quality of movement performed.

What kinds of feedback conditions promote learning? (FATE)

Moderate Frequency, Timing (short delay), Amount of info (including self-eval, FB after good trials and self-control) , and Effective use of video-based feedback

Delay Feedback

Feedback given after a short period following performance to allow for self-reflection.

Inverted U-Shaped Effect of Feedback

Concept stating that there is an optimal frequency of feedback for learning with the goal of giving feedback, practicing skill, and then giving feedback again. This effect suggests that too little or too much feedback can hinder learning, while an optimal amount enhances performance.

Self-Control of Feedback

Allowing learners to decide when and how often they receive feedback.

Guidance Hypothesis (Richard Schmidt)

Suggests that too much augmented feedback can hinder the learner’s ability to self-evaluate.

If Augmented feedback is given intermittently, what happens to the learner performance?

The learner will adjust performance and must use intrinsic feedback to evaluate sense of successful/unsuccessful performance. They develop better self-regulation and enhance learning.

If Augmented feedback is given often/always, what happens to the learner performance?

Th learner will uses the feedback to evaluate performance and does not develop ability to self-evaluate performance using intrinsic feedback. When there is no augmented Feedback given, learner cannot perform the task well and starts to develop dependency on external feedback.

What would happen if we let the learner decide when they want feedback?

When a learner knows they missed a target, they won’t need feedback but when they approximate that it may be right, feedback may be wanted.

Self controlled feedback: How often so leaners want feedback?

Tend to request FB after 10-15% of trials

Self controlled feedback: At what frequency do learners want feedback?

Want more feedback early on, less feedback later on (also known as a faded FB schedule)

Self controlled feedback: When do learners want feedback after perceived success vs failure?

Want FB after both poor and good trials (but more often after a perceived good trial and about 2/3 of feedback requests are after a good trial.

Early in practice (10-20 trials), learners seek feedback after…

both poor and good trials

Later in practice (20 trials and beyond), learners seek feedback after…

a good trial

Video-Based Feedback

An objective type of feedback using recorded performances to enhance learning.

How is Video-based feedback used most effectively?

To see what the task (motor skill) is suppose to look like

Frequency of Feedback

The rate at which feedback is provided to learners, impacting their retention and learning.

Complexity of Feedback

Feedback can come in various forms such as verbal, written, or visual.

Feedback Timing

Refers to whether feedback is given immediately after performance or after a delay.

Effective Video Feedback

Video feedback is more useful for advanced learners and should be guided towards expert models.

Feedback after Trials

Feedback given based on trial success; commonly preferred after both successful and unsuccessful attempts.

When perceiving video-based feedback, learners must…

• get use to seeing themselves in action

• know what desirable techniques look like

• find differences b/w self and ideal

• try to fix problems

T/F: Video-based feedback is best used with intermediate.advanced learners

True

T/F: VBFB is better accompanied by a learning model for comparison

False, it is best accompanied by a expert model OR when both good and poor trials are shown

T/F: VBFB is better when used over a period of time via several session with guided viewings

True

Characteristics of feedback patterns for expert instructors

1. Focuses on on error at a time

2. Describes the error

3. Model during the FB episode

4. Give FB again about the same error before addressing another one