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?”