Chapter 11: Augmented Feedback

Definition: Feedback refers to all information that individuals receive about task performance. It plays a critical role in various aspects such as movement planning, anticipation, decision making, and parameter selection.

There are two main types of feedback:
- Task Intrinsic Feedback: This is the sensory-perceptual information that is a natural part of performing a skill.
- Augmented Feedback: This type of feedback refers to performance-related information added to, or enhancing, task intrinsic feedback.

Exteroception: Feedback that comes from outside the body, allowing an individual to sense external outcomes or environmental changes.
Proprioception: Sensory feedback from within the body regarding the position and movement of body parts.

Definition: Sensory feedback that is provided by an outside source (also referred to as Extrinsic Feedback).
Characteristics:
- Controlled by the coach or instructor.
- Provided through artificial means about the performance outcome.

Knowledge of Results (KR): Externally presented information regarding the outcome (result) of performance.
- Quantitative: Often involves numerical data.
- Timing: Typically provided post-performance as verbal or visual information indicating the level of success achieved.
Knowledge of Performance (KP): Externally presented information about the movement characteristics leading to performance outcomes.
   - Qualitative: Focuses on the quality of movement rather than just the result.
   - Timing: Can be provided during or post-performance, can also be verbal or visual.
   - Note: It does not convey success directly.

Motivational Properties:
- Augmented feedback generates motivation and energizes learners, especially in conditions of fatigue and boredom.
- Public acknowledgment of achievements has an added motivational impact.
Reinforcing Properties:
  - Supplies reinforcement for both correct and incorrect actions and improves the likelihood that desired actions will be replicated.
  - Types of reinforcement include:
    - Positive Reinforcement: Presentation of a rewarding stimulus.
    - Negative Reinforcement: Removal or avoidance of aversive stimuli.
    - Positive Punishment: Presentation of aversive stimuli.
Information About Success/Failure:
- Provides insights on how to correct errors and directs modifications for future performances.

When is Augmented Feedback Essential?:
  - When sensory information is not available.
  - If injury/disease leads to loss of task-intrinsic feedback.
  - When additional information is needed to fulfill task demands.
When is Augmented Feedback Non-Essential?:
- If task intrinsic feedback is ample for error detection and correction.
- In certain observational learning scenarios, as exemplified by Maier's (1931) two-strings problem study.

Why KR Works:
  - Confirms self-assessments.
  - Provides missing outcome information leading to increased motivation.
  - Encourages discovery learning and promotes an external focus of attention.
Why KP Works:
  - Prioritizes vital movement characteristics.
  - Necessitates coordination changes.
  - Often relates to kinematic or kinetic goals.
  - KR may be redundant in certain contexts.

Dependency on Augmented Feedback:
  - May lead to dependency, creating problems when feedback is withdrawn.
  - Excessive feedback may cause learners to rely on it instead of intrinsic feedback.
  - Guidance Hypothesis: Augmented feedback is beneficial for reducing errors but can be detrimental when there is an over-reliance on it.

Erroneous feedback.
Concurrent feedback.
Frequent feedback.
- Citations include Bilodeau, Bilodeau, & Schumsky, (1959) on traditional feedback.

Intermittent Feedback:
- Involves relative and absolute frequency, with Bandwidth meaning feedback is provided only when performance falls outside acceptable ranges.
- Faded Feedback: A method where feedback is withheld over time, eliminating connection to trial correctness.
Summary Augmented Feedback:
- Information provided after a set of trials.
Average Augmented Feedback:
- Based on performance over multiple trials, filtering out variability to provide actionable insights.
Learner Controlled Feedback: Allows the learner to control when and how much feedback to receive, thus promoting autonomy.

Changing feedback approaches can:
  - Reduce reliance on augmented feedback.
  - Prevent dependency issues.
  - Encourage learners to identify their own errors and solutions.

What Should We Provide Feedback On?:
  - Tailor feedback to elements the learner can control, including:
    - Motor program variables.
    - Specific parameters.
Verbal KP Types:
- Descriptive Feedback: Describes errors without solutions.
- Prescriptive Feedback: Describes errors with guidance on corrections.

Examples of Prescriptive vs. Descriptive Feedback:
  - Your foot is landing too far in front of your body. (Descriptive)
  - Step with the left and not the right. (Prescriptive)
  - Your wrist pronation is too slow, speed up to get the spin. (Prescriptive)
  - Your arm is not fully extended on the release. (Descriptive)
  - Point your toes down and to the right when you contact the ball. (Prescriptive)
  - Good job shifting your weight to the right while you advanced. (Descriptive)

It's crucial to manage the amount and type of feedback given:
  - Provide one source of feedback that is most fundamental.
  - Avoid overwhelming the learner; simplify feedback delivery.
  - Aim for precise feedback to enhance learning efficiency.

Concurrent Augmented Feedback: Given during task performance, focusing on critical components.
Terminal Augmented Feedback: Provided after task performance, identified as:
- Inter-trial Interval Feedback: Contrasts between types like instantaneous and delayed feedback.