Kin 312 exam 3

feedback

generic term that describes information a person receives about the performance of a skill during or after the performance

2 types of feedback

task intrinsic feedback + augmented feedback

task intrinsic feedback

sensory related information you get about what you’re doing while performing a skill, after you perform the skill

• info from our own sensory system

• see, feel, hear, primarily during sports situations

performance related sensory information that is naturally available to the performer

augmented feedback

task extrinsic feedback

info person gets about a performance fr outside sources

information adds to or enhances the task-intrinsic information

types of task intrinsic feedback

visual, tactile, auditory, proprioceptive (info thats naturally available to the performer)

examples of augmented feedback

software, technology, coach, instructor, therapist

when used poorly, eliminates performer’s ability to interpret task intrinsic information

incorrect use of augmented feedback

types of augmented feedback

knowledge of results

knowledge of performance

knowledge of results definition

performance related information about the outcome of the performance

info person can’t get on their own abt outcome

knowledge of performance definition

performance related information about the movement characteristics that led to the outcome of the performance

info on how body is moving

situations where augmented feedback can be essential for skill learning

1. critical task-intrinsic feedback is not available

2. person is not capable of detecting the critical task-intrinsic feedback

3. person is not capable of interpreting the critical task-intrinsic feedback

EX/ obstructed view

• part of big team w/ lots of people + being instructed, can’t see

  → being denied critical task-intrinsic feedback

  → need augmented/extra info to sub for task-intrinsic feedback

critical task-intrinsic feedback is not available

(due to injury) maybe to sensory system component

→ need augmented feedback

person is not capable of detecting the critical task-intrinsic feedback

happens w/ beginners

• can see, hear, feel what’s going on but don’t know what it means

  • need augmented source to provide knowledge

person is not capable of interpreting the critical task-intrinsic feedback

when augmented feedback slows/hinders skill learning

1. erroneous KR or KP

2. concurrent presentation of KP

3. KR or KP presented too frequently

erroneous = wrong/inaccurate

erroneous KR or KP

getting information abt how we’re moving while performing the motor action

• biofeedback

concurrent presentation of KP

2 issues w/ content of augmented feedback

1. errors V correct aspects of performance

2. KR vs KP

1. error related information

   • action goal achievement role

     • give people info abt what they’re doing wrong + take info

       → used in a way where they want to accomplish goal

2. correct

   • motivation role - helps them continue on

     • ppl like activities they’re good at, giving correct aspects help w/ motivation

3. combine both for needs of the learner

   • some people work better w/ one or the other but combining both = compliment sandwich

which type of information do we give the learner - errors V correct aspects of performance

1. confirm subjective assessment of task-intrinsic feedback

   1. “that felt fast” → looking 2 running time + confirming feeling of how fast they were running

2. determine performance outcome when task-intrinsic feedback is not available

   • seeing a performance → augmented info helps supplement task intrinsic info thats not available

3. motivate the person to continue

   • speed training situations + using timing gates

   • get more motivated athletes when timing them vs running w/o a timer

4. establish a discovery learning practice strategy

   • give people KR → get outcome related information

   • if outcome isn’t good or what they want → movement is modified

   • individual has to explore proper mvmts to get outcome

benefits of knowledge of results

1. learn skills w/ specified movements - outcome is assessed by movement characteristics

   • EX/ dancing

   • activities judged/valued based on mvmt characteristics

2. improve specific movements or correct specific movement errors

3. learn to activate specific muscles

4. facilitate learning when KR is redundant w/ task intrinsic feedback

benefits of knowledge of performance

working w/ King James on free throws

• shoots + misses + you say he missed the free throw

  • REDUNDANT because he can see

  • what does he want to know

what he can do fr a movement standpoint to improve his freethrow

knowledge of results or knowledge of performance

1 is not better than the other

• people have specific strengths + weaknesses

KR is used to establish discovery learning

KP used to monitor movement processes over time

• used together to get complete picture

types of knowledge of performance

1. descriptive KP

   1. prescriptive KP

descriptive knowledge of performance

KP describes error

→ elbow too far fr body

later stages of learning

• ppl don’t need to know how to correct cause they alr know

prescriptive knowledge of performance

KP describes error + prescribes how to correct it

→ elbow too far fr body, imagine theres a towel underneath armpit

initial stage of learning

initial stage of learning + video replay

provide attention-directing or error-correction cues

later stages of learning + video replay

some assistance may be needed, but attention-directing cues may help

• seasoned ppl can usually figure things out by themselves

timing of augmented feedback

1. concurrent + terminal augmented feedback

2. time intervals related to terminal augmented feedback

3. frequency concerns

concurrent feedback definition

augmented feedback available during the performance of a skill

→ EX/ getting feedback during motor skill = cheapest form of biofeedback motor system can get

• seeing yourself in third person = augmented feedback thru mirror

terminal feedback definition

augmented feedback available after the performance of a skill

→ EX/ getting info after performance of a skill

• throwing a ball + radar gun telling you how fast you threw ball + how much spin you had on ball

1. facilitate the learning of skills in which critical task-intrinsic feedback is difficult to interpret

   • learning to activate specific muscles

   • learning to produce a specific movement force

2. hinder or slow the learning of skills by leading to a dependency on the feedback

   → EX/ performance poorer w/o feedback than with it → become dependent

things concurrent feedback can do

time intervals related to terminal augmented feedback

different time points within a terminal augmented feedback situation + highlights importance of team role that task intrinsic feedback has w/ augmented feedback

what is n in time intervals related to terminal augmented feedback

completion of rep/trial/performance

KR-KP delay interval

from completion of trial to when augmented feedback is given

• allows individuals interpret task intrinsic feedback

  • what it feels like, what it sounds like, what it looks like

what happens if we move KR-KP delay interval

replaces task intrinsic to augmented feedback

• not good because irl situations, don’t always have task intrinsic feedback

after the KR-KP delay interval, KR KP given

augmented feedback provided

post KR-KP interval

time for them to associate task intrinsic feedback w/ augmented feedback

• after we give them feedback we want to give them time to think about how they felt + the info they were given

research on KR-KP delay interval length says

1. need minimum length

   • need time to interpret task intrinsic feedback

2. don’t have maximum length

research on KR-KP delay and post KR interval - activity during the interval says

• most have no effect

• some hinder learning

  • similar learning processes required for both

• some beneficial for learning

  • subjective error estimation for delay

    → throwing a ball + asking error estimation of how fast it was

research on post-KR-KP interval says

1. need minimum length

   • min. length needed for augmented feedback to be effective

   • time to think abt task intrinsic + augmented feedback together

2. don’t have maximum length

1. traditional view

2. current view

Frequency of presenting augmented feedback

augmented feedback for every trial - 100% frequency is best for learning

traditional view

less than 100% frequency is best for learning

• based on research that has investigated several types of techniques that reduce augmented feedback frequency

current view

1. increases problem solving activity

2. guidance hypothesis

why less than 100% feedback is better for learning

less frequency allows person to more actively use their own problem solving strategies

• give less feedback, individual learns how to move better on their own

100% frequency directs problem solving activity fr the instructor’s POV

• individual isn’t solving the problem, practitioner is

increases problem solving activity - why less than 100% is better

beneficial performance effects of receiving augmented feedback on every practice trial become negative learning effects

• giving 100% freq. → individual gets good too fast + effects don’t last when given test of learning

• become dependent on augmented feedback

guidance hypothesis - why less than 100% is better

4 techniques that reduce augmented feedback frequency

1. fading technique

2. performance bandwidth technique

3. learner requested feedback technique

4. summary technique

described by Winstein + Schmidt

• systematically reduced KR frequency fr every trial to 2 per 8 trials

• fading technique led to better learning than receiving KR every trial

fading technique

give ppl parameter of success + if within

→ no feedback

→ if out of parameter → give feedback

leads to less than 100% frequency

results in better learning than KR/KP every trial

performance bandwidth technique

KP/KR only given when learner asks for it

• leads to a less than 100% frequency

• results in better learning than KR/KP every trial

learner requested feedback technique

KR/KP given for a set of trials

• amt 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

give feedback abt every single trial but not after every trial; highlights timing of feedback

summary technique

are analysis + instruction the same thing

no, they are not the same

what people should do kinematically/kinetically, outcome measures or performance production measures, or biomechanics of it

• needs to be translated into instruction, information that student/client can use to better understand analysis

  • analysis is for you; translated into instruction by provider

analytical components of skill

EX/ biomechanics class = analysis

motor control = instruction

analysis V instruction

learning of a skill that results from the direct observation of a person (or people), performing, or learning

demonstration

viewing a video demonstration/live demonstration

observational learning

1. applied reason

2. theoretical reason

why study demonstration

demonstration is one of the most commonly used instructional strategies in skill learning contexts

applied reason

we can gain insight into the role of vision in the control of coordinated action + the learning of motor skills

theoretical reason

1. the pattern of movement used by the performer to achieve the action goal

2. Gentile’s initial stage of learning goal

3. invariant characteristics of GMP

4. order parameters of a coordinated movement pattern

what does the individual see during a demonstration

acquire a movement coordination pattern

gentile’s initial stage of learning goal

learners observing a model/videos/performance see invariant characteristics

• sequence of events, relative timing, relative force

what are the invariant characteristics for schema theorists

seeing in phase/out of phase

• seeing order parameters

dynamical systems standpoint of demonstration

1. visual perception of motion

2. movement analysis of novices

2 types of research on demonstration

evidence fr use of the ‘point light technique’

• put markers on joints of body + reflect light off those markers, computer sees/takes in how joints are moving in relation to one another, not entire image

EX/ people quickly + accurately recognize different gaits w/o seeing the entire body

visual perception of motion

schoenfelder-zohdi experiment

• gave 1 group demonstration + another group no demonstration

• people that viewed skilled model → faster acquiring of optimal movement pattern

movement analysis of novices

limited research evidence, but YES

• timing → want to give before people start practicing

• demonstrate as much as you can prior to physical practice or as much as they need

  • want to give different views + show as many times as they need

  • wean off demonstration

does demonstration frequency + timing influence skill learning?

when learning a timing characteristic of a skill

• auditory modeling = timing

  • want to give auditory modeling → right perceptual avenue for person to acquire aspects of skill they’re trying to learn

  • hard to see timing but easy to hear timing

when can auditory modeling be more effective than visual modeling

1. limited attention capacity

2. influence on action goal achievement strategy

   1. speed V accuracy

   2. movement form V outcome

      1. gymnastics + ballet = mvmt form

      2. basketball + baseball = outcome goal

3. where instructions focus the person’s conscious attention when performing a skill

   1. movement V movement effects

   2. environmental context regulatory conditions

points to consider when giving verbal instructions

force a type of attentional focus

• provide info about movements or affects of movement focus on regulatory conditions

verbal instructions…

1. internal focus of attention

   1. body/limb movements

2. external focus of attention

   1. movement effects

where should instructions tell a person to focus their attention when performing a skill

verbal instructions that relate to their body or limbs + how they move

internal focus of attention

given instructions but they’re focusing on the effects of their body movements

• EX/ coaching a baseball player

  • on their swing = internal

  • concentrate on bat = external

external focus of attention

research evidence supports benefits of external focus of attention leads to better learning over internal focus of attention

closed skills

research evidence shows benefits of external focus of attention

open skills

environmental context feature that contains the most relevant information for performing the appropriate action

• identifying regulatory conditions → need to give most amt of info because you’re giving verbal instructions that are associated w/ actions + goals

  • adding regulatory conditions → lots of info to take in w/ limited attention capacity

instructions should direct attention to

asking people abt a situation + not being able to give specific answer, but can demonstrate high lvl skill

• learning w/o knowing we learned it

don’t want to verbally evaluate people on their learning + may not know/verbalize that they can do something

• have people show instead

learner does not need to be able to verbally describe the environmental context information he/she uses to perform the skill [implicit learning]

internal

• extend your knees as rapidly as possible

external

• jump as close to the target as possible

  • jumped further than internal group

    • higher peak force (max value, no time component)

    • higher projection angle

*no diff in peak force value or impulse (measure of force, how bouncy it is, how much time person is spending on the ground)

standing long jump experiment

“jump as far as you can. While you’re jumping think abt jumping as close to the green target as possible”

• not giving specific instructions

external focus of attention

“jump as far as you can. While you are jumping, I want you to think about extending your knees as rapidly as possible”

• gets idea on how to do movement well + how to jump further

internal focus of attention

optimal projection angle is abt 45 deg

• external group has best optimal projection angle

  • better navigate hor + ver direction

• internal jumping @ 50 deg

  • higher projection angle + goes higher into air → losing hor distance

standing long jump performance

internal focus results in conscious attempt to control movements, which interferes w/ automatic motor control processes

external focus of attention allows the motor system to self-organize naturally ‘unconstrained’ by the conscious attention to control movements

Wulf, McNevin, Shea hypothesis

• need to make sure verbal instructions don’t interfere w/ things that happen automatically

athletes primarily used internal focus of attention during competition

practitioners should focus on movement effects when providing instruction

athletes could’ve gotten better results if they used external focus of attention

Porter, Wu, Partridge

• elite athletes reported that their coaches provided movement based instructions during practice

assess mobility, range of motion, asymmetries

• used to detect deficiency

movement screens

• functional movement screen (FMS)

• nine-battery test for athletes

• national academy of sports medicine corrective exercise specialist

• united states tennis association high performance profile

movement screen options

overhead squat task w/ 2 diff types of instruction - internal + external

in 1 he gets lower → external

• greater squat depth w/ external focus of attention

internal

• not as low of a squat

STAR sport training + research

a practice strategy that involves practicing a skill as a whole

• in its entirety

whole practice

a practice strategy that involves practicing parts of a skill

part practice

you want a person/group to learn a new skill

will the person/people learn the skill better if they initially practice the skill:

• as a whole

  • in parts before practicing the skill as a whole

practice condition problem

base the decision to use a whole or part practice strategy on the complexity + organization characteristics of the skill

complexity + organization characteristics of skills

number of component parts of a skill range from

• low (one) → high (many)

  • continuing complexity + adding parts → more/higher complexity

complexity

relationship between parts of a skill range from

• low (independent) → high (interdependent)

how related the parts are to one another

one part not dependent on another part of the skill → low organization

one part highly dependent on another part of the skill → high organization (interdependent)

organization

use for skills w/

• few parts +/or interdependency among parts

• A + B highly related/highly organized

  • if movement A needs to be highly successful for mvmt B to occur → highly organized

provides opportunity to perform all the spatial-temporal coordination requirements of the skill

whole practice strategy

use for skills w/ independent parts

• complexity is high + organization is low if movement A fails it doesn’t affect movement B

provides opportunity to focus attention to a specific component or feature of the skill

• focus on specific aspect of skill

  • EX/ action w/ 5 movements

  • practicing mvmt 4

part practice strategy

where you should position things

spatial requirement

timing characteristics

temporal requirement

should be in a specific spot @ a specific time

spatial + temporal requirements are dependent on one another

1. fractionation

2. segmentation

3. simplification

part practice strategies

relates to skills that require asymmetric bimanual coordination

• 3 step practice sequence

  • practice hand w/ more difficult part

  • practice other hand

  • practice w/ both hands performing simultaneously

    • high in complexity + low in organization

fractionation