Augmented Feedback (L13 and 14)

Question 1

what are the 2 main types of feedback?

Answer 1

1. task intrinsic –> visual, auditory, proprioceptive, tactile.
2. augmented–> knowledge of results (KR), knowledge of performance (KP)

Question 2

Task-intrinsic feedback

Answer 2

sensory information that is naturally available during
performance (also known as intrinsic or internal feedback)

Question 3

Augmented feedback

Answer 3

performance-related information (from external
source) that supplements task-intrinsic feedback (also known as extrinsic or
external feedback)

Question 4

After practice, ___________ __________ is most
important factor that enhances motor learning.

WHY?

Answer 4

augmented feedback

1. Provides information that facilitates
   achievement of the goal of the skill
2. Motivates the learner to continue
   striving toward a goal

Question 5

Augmented Feedback
Can be essential for skill acquisition when?

Answer 5

When the learner cannot use intrinsic feedback (not available, cannot use it, or because injury/disease disrupts sensory processing)

Question 6

how can Augmented Feedback can enhance skill acquisition?

Answer 6

*Learn more quickly, and/or perform skills at higher level
*Simple skills (Movement time)
*Complex skills (Coordination)

Question 7

why may augmented feedback not be needed for skill acquisition?

Answer 7

Task intrinsic information is enough

Question 8

how can augmented feedback hinder skill acquisition?

Answer 8

*Creates a dependence
*Problem if sensory information is not available at ’test’ situation

Question 9

what is knowledge of results(KR) augmented feedback?

Answer 9

Externally presented information about the outcome (end
performance) of a movement

Question 10

what is knowledge of performance(KP) augmented feedback?

Answer 10

*Externally presented information about movement
characteristics that led to the performance outcome
*Quality of movement, how movement was performed

Question 11

types of knowledge performance (KP)

Answer 11

Verbal
*Descriptive feedback: describes the error made
*Prescriptive feedback: describes error and states what should be
done
*Which to provide may depend on stage of learning (beginner versus
expert)
2. Video recording (Visual)
*Know what to observe (instructor highlights key information), be
able to clearly observe it (accuracy versus speed), and figure out
how to correct
Kinematic (e.g. patterns of coordination)
4. Kinetic (e.g. force)
3. Biofeedback (e.g. EMG, EEG, ECG)
*Feedback related to activity of physiological processes
4. Physical/manual guidance

Question 12

what are Five issues related to feedback content

Answer 12

1. Knowledge of results vs. Knowledge of performance
2. Information about errors vs. correct aspects of performance
3. Augmented feedback based on error size
4. Erroneous augmented feedback
5. Qualitative vs. quantitative information

Question 13

what are Five issues related to feedback content

Answer 13

1. Knowledge of results vs. Knowledge of performance
2. Information about errors vs. correct aspects of performance
3. Augmented feedback based on error size
4. Erroneous augmented feedback
5. Qualitative vs. quantitative information

Question 14

Do we provide KR or KP?

Answer 14

KR
*Helps learner adopt an external focus of attention
*Helps establish discovery learning; encourages problem solving
*Motivates learner
*Confirms the learner’s assessment of performance
KP
*Helps learner acquire specific movement characteristics of skill, (i.e.
gymnastics routine, springboard dive) = > coordination
*Helps learner achieve goal of action, when the goal is to produce
specific kinematic, kinetic, or muscle activity profile

Question 15

wich improves moement pattern? kp or kr

Answer 15

KP

Question 16

Should feedback relay information about mistakes
made or aspects of performance that are correct?

Answer 16

Information about mistakes/errors:
*More effective to facilitate learning
*Tells learner what aspects of performance they have to improve on
Information about correct performance:
*More effective to motivate learner
*Confirms to learner they are on track, encourages learner to
continue trying
*Role of self-selected feedback

Question 17

3. What is the appropriate error size feedback?

Answer 17

Performance bandwidth (BW): Range of acceptable performance error;
feedback is only given when amount of error is greater than this range
‘
0% BW: KR every trial regardless of error amount
5% BW: KR only when error exceeds 5%
10% BW: KR only when error exceeds 10%

Question 18

5. Do we provide qualitative or quantitative feedback?

Answer 18

Qualitative feedback:
*Feedback that describes performance (i.e. you walked further today than
yesterday, the ball you pitched was too slow, your shoulder is too stiff)
*May be more useful in early stages of learning – to get the ‘ballpark’ idea of
what they need to do
Quantitative feedback:
*feedback that includes a numerical value related to performance (i.e.
distance walked, speed of pitched ball, range of motion of joints)
*May be more useful in later stages of learning to help learner refine
performance

Question 19

what are the 2 times to give AF?

Answer 19

a) Concurrent: AF provided whilethe learner is performing the skill
b) Terminal: AF provided after the learner completes performing the
skill

Question 20

How soon after performance do you give AF?

Answer 20

KR delay interval: How soon after
performance do you
give feedback?

Post-KR interval: How long do you wait
after feedback to start the next trial?

Question 21

KR-delay interval

Answer 21

Length of KR-delay interval:
*Delaying does not have negative effect
Activity during KR-delay interval:
*No effect
*May hinder learning; interference if perform a motor or cognitive task
*Can help learning:
oSubjective performance evaluation
ØEstimate outcome of own performance
ØEstimate characteristics of own performance
oLearner is actively engaged in problem solving; understanding task-
intrinsic feedback and establishing error detection and correction
capabilities

Question 22

Post-KR interval

Answer 22

Length of post-KR interval:
*Learner develops plan of action, strategy for next trial
*No limit
Activity during post-KR interval:
*Mixed results (no effect, may help or hinder learning)
*Interference if learner engages in a cognitive activity (i.e.solving
math problem)

Question 23

Too much augmented feedback => results in

Answer 23

*Guidance hypothesis
*AF guides the learner to the correct response during performance;
however, frequent AF can cause the learner to depend on it and
perform poorly when it is not available
*No feedback trials:
*learn using own internal feedback system
*integrate information from feedback trials

Question 24

Ways to reduce augmented feedback frequency

Answer 24

1. Performance-bandwidth feedback
2. Summary and averaged augmented feedback
3. Self-selected frequency

Question 25

Performance bandwidth feedback

Answer 25

Performance bandwidth (BW): Range of acceptable performance error;
feedback is only given when amount of error is greater than this range

Question 26

way to reduce the
frequency of AF and improve learning

Answer 26

summary of average AF

Question 27

Self-selected frequency

Answer 27

Ask for feedback after “good” trials (KR)
*confirmation of performance success
Ask for feedback after “good and bad” trials (KP)
*Technical flaws
Engage in own problem solving, source of motivation
Effect notonlydueto areducedfrequencyoffeedback