Feedback Flashcards
What is intrinsic feedback
Feedback from within the performer e.g. using the sense of kinaesthesias, a tennis player is aware almost immediately that she has over hit a return shot
What is extrinsic feedback?
Feedback from an outside source such as a coach explaining to a javelin thrower how to correct his grip
What is terminal feedback?
Feedback at the end of the game. it could be the coaches summary including reasons for success or it could be a player looking at the match statistics
What is concurrent feedback?
Feedback during performance such as the internal awareness of the gymnast as a overbalance is detected on the beam
What is positive feedback?
Feedback received when performance or the performer has been successful. Strengthens the likelihood of the action being repeated.
What is negative feedback?
Received after an unsuccessful performance. Can be internal or external.
What is the knowledge of results feedback?
It’s external and usually terminal. it involves the performer seeing the results of their action or receiving information from another person normally a coach or teacher
What is the knowledge of performance feedback?
Involves receiving information about the movement pattern rather than the outcome. It can be internal with the performer feeling how close the movement was to the perfect model or can be provided by the coach. External provision involves giving information about small errors in technique-angle of release, foot position etc that the performer may not detect themselves. Use of slow motion cameras and movement analysis software.
What is feedback?
Any kind of information received by a learner as a result of a particular response or act
What are the three main functions of feedback?
Motivational-success or failure, clear goals, inspires the performer to continue striving for perfection
Reinforcing -increases the chance of the performer repeating the performance
Informational -the outcome of the performance, is it correct or incorrect?
How does feedback help improve performance?
-helps with motivation and increases self-confidence
-Helps with detecting and correcting errors
-Reinforces correct actions or skills so the performance knows what to do
-strengthens the SR bond in the learning situation so the correct movement is perceived by the sports person to be the correct thing to do
-Reduces or prevent bad habits
For feedback to be effective, the coach must take into account some important points these are…
The timing of feedback is crucial-the coach should provide it as soon as possible and ideally as terminal feedback to ensure the performer takes the most information in when reflecting on performance
The feedback should be relevant and meaningful for the performer to use -it should be clear and specific to the performance. As the short term memory has a limited capacity, the quality of feedback is important and needs to be succinct with not too much or too little information for the performer to process
Feedback needs to be individual to the performer rather than to the group-it also needs to encourage the performer to recognise intrinsic feedback helping them learn to feel the different movements
It advised feedback uses different methods-that can be both verbal and visual which should be recorded for reflection
It’s important the coach considers which stage of learning the performer is in-as different stages require a different types of feedback
Cognitive stage
-extrinsic
-knowledge of results
-immediate
-terminal
-simple and basic
-can be intrinsic but struggle to use it
-positive
Associative stage
-extrinsic
-kr and KP
-immediate
-can deal with concurrent
-more specific
-performer begins to monitor is own feedback
- positive and negative
Autonomous stage
-intrinsic
-knowledge of performance
-can be delayed
-concurrent
-specific and detailed
-detect own errors with kinesthesis
-negative
Define the term feedback and describe 3 functions of it
Feedback is any kind of information received by a learner as a result of a particular response or act. This info would be available during and after the movement had been completed and would be brought into the system both during the course of movement and after its been completed
The functions of feedback are…
1. Motivational- success or failure, clear goals, inspires the performer to continue striving for perfection
2. Reinforcing- increases the chance of the performer repeating the performance
3. Informational- the outcome of the performance, is it correct or incorrect
How would you make feedback effective when teaching a motor skill
Effective feedback
-feedback must be accurate and well informed
-knowledge of results is important
-be specific and selective with information
-make the feedback interesting to hold attention and aid retention
-information should be understood by the performer
-feedback should be given straight after the performance
-encourage intrinsic feedback or the feel of the movement
Distinguish between intrinsic and extrinsic feedback
Instrinsic is information received by the athlete as a direct result of producing a movement through the kinaesthetic senses such as feelings from muscles, joints and balance. Extrinsic feedback is from an external source to the performer that can affect performance and either motivate or demotivate the performer depending on the quality of the feedback. It consists of knowledge of performance and knowledge of results
Explain how feedback differs through the associative and autonomous stages of learning as a performer makes progress
Feedback involves using information that is available to the performer during and after the execution of the skill. During the associative stage of learning the learner has an overall picture of what is required of the skill but still makes mistakes. Instrinsic feedback involves the learner associating the feel of the activity via kinaesthesis with the end result. And combined with extrinsic feedback through visual and auditory systems by providing knowledge of performance and results, play a significant role as the performer makes progress. During the autonomous stage of learning movements are well integrated as athletes is able to perform without conscious effort. The skilled athlete provides their own Instrinsic feedback as he or her is able to judge and assess performance and make corrections by the self’s. The coach works in partnership with the athlete in the refining o technique
How to take your heart rate and find out how fit you are
-Lie down and chill
-steady your breathing
-Take your heart rate
-with a partner, choose an exercise for one minute and repeat it
-Take your heart rate again
How do different types of feedback benefit from the use of technology
1.intrinsic feedback- internal from the performers sense
Benefit of technology
- motion sensors e.g. accelerometers provide real time propiorecptive feedback helping athletes feel the correct movement
- virtual reality simulations help athletes experience movements in a controlled environment
- Extrinsic feedback-external from a coach or technology
Benefit of technology
- video analysis software e.g. dart fish or strava allows detailed breakdowns of performance.
-ai driven coaching tools give objective real time corrections based on biomechanics
- Concurrent feedback- during performance
Benefits of technology
-wearable trackers e.g. gps, heart rate monitors provide live data allowing immediate technique adjustments
-smart resistance equipment gives instant force or speed feedback in weight training - Terminal feedback (after performance)
Benefit of technology
- slow motion video analysis helps identity errors and improvements post performance
- performance tracking apps store data over time aiding in long term skill progression
-notational analysis systems also known as tally chart feedback provide statistical or graphical format that highlights categories of strengths and weaknesses of a performance. It provides quantitative data such as the number of unforced errors and total points won in a tennis match - Positive and negative feedback
Benefit of technology
-ai coaching platforms provide instant reinforcement e.g. well done
- biofeedback tools highlight inefficiencies like incorrect posture
Explain the main purposes of the different types of feedback from the point of view of a coach.
Extrinsic/intrinsic feedback-Helps player/performer build understanding of how to perform
Concurrent feedback-Used for
team/technical analysis during a performance e.g. half time/time outs/breaks in play
Knowledge of
results/performance feedback-Used to accelerate performance ,Used to motivate
Discuss how the provision of technology has aided the learning and understanding of skills for both the performer and spectator.
Use your knowledge and understanding from across the course of study to answer this question,
Examples of relevant technology (A01)
• Wind tunnels
• Power meters
• Heart rate monitors
• Force plates
• Dartfish
• GPS
• Smart phone apps
Feedback can be provided instantly through use of smart phones, video cameras, delayed playback (A01)
• Technologies aid a more detailed analysis of effective biomechanical positions, aerodynamic positions and optimal intensity (A03)
• Technologies used to analyse current and progressive performance of performer against a perfect model (A03)
• Technologies to allow technique modification through their application
(A01)
• Technologies enable greater access to classification and dissection of skill
(A03)
• Use of technology to enhance learning process and aid psychological performance: increased confidence and motivation resulting from performance analysis (specification reference 4.1.6) (A03)
• Use of technology in the media to aid supporter understanding (A03)
• Use of technology to identify and control increasing arousal levels to ensure optimal levels for performance (A03)
• Use of technology to increase understanding of officials’ decisions in the correct/incorrect performance of a skill and therefore reduce deviance (specification reference 5.4.3) (A03)
Explain the differences between Open and Closed Loop controls stems
The open/closed loop theory explains how different skills are controlled by the brain. Once
the executive motor programme required has been selected by the brain, it has to be
monitored and adapted if needed.
This is done through three levels of control:
Level 1 - Open loop;
Level 2 - Closed loop; and
Level 3, also closed loop.
What is level 1 open loop
This doesn’t use feedback
Executive motor programme —-> movement
- no conscious thought is involved in the execution of the skills as the decision has already been made in the brain
- all information is sent in one message to the working muscles
- skill cannot be altered during execution
- this is usually used to explain control for fast movements where there is little or no time to react
- applies to skills that are simple, well learned and have autonomous control
- usually closed and self paced skills
When does open loop control occur and an example
When performing ballistic skills where there’s only a short period of time
E.g. in a slip catch a cricket player barely have a second to choose a motor programme and do it
What is level 2 closed loop
This involves feedback which is sometimes termed the perceptual trace
It goes from the executive motor programme, movement, feedback via muscles and then round again
-Feedback is provided-there’s feedback from the muscle memory
-the feedback is internal and is covered through proprioception and kinesthesis
-the feedback loop is short
-control is via muscles rather than the brain
-Skill can be altered by the performer doing execution as a result of feedback as decisions are made in the brain during performance
-Applies to ongoing movements
Example of closed loop control level2
examples could be balancing in dance, gymnastics performance ,adjusting route through a course skiing
When is feedback available in level 2 Closed Loop?
Feedback is available during performance so adjustments can be made, but it may hinder concentration or confidence
What is the close loop theory level three
This involves feedback from the brain
It goes from the executive motor program to movement to feedback via the brain and then round again
-It has a longer feedback loop as the feedback is external rather than internal
-the performer has to pay conscious attention to feedback
-External factors like the coach and opponents can cause the skill to be altered during execution as the information sent by the brain can be changed
-Control is via the brain
-Applies to ongoing movements and is useful for novice performers
Examples of the level3 closed loop
Passing ball in netball or playing a shot in tennis
Conclusions of the systems
The two types of control systems, open loop and closed control loop are entirely different from each other. Open
loop is simple and works on the input while closed loop is complex and works on the output and modifies it (either via
the muscle of or the brain).
Explain the contribution of the use of subroutines to open loop control and the autonomous phase of learning
What is a well learned sub routine-skills that are isolated for purposes such as for specific practices before they get linked together to combine a whole skill
How well would this skills have to be learnt to be in the autonomous stage-skills become automatic, improvements continue but learning is more rapid, skill improvement from self evaluation to mental practice and self motivation
How much intervention would be required by the coach at this stage of learning-they should be able to correct performance without coach intervention
How much feedback would be required at this stage-performer will be less reliant, should be able to detect errors without feedback
What types of feedback would be needed?-Problem, solving or discovery.
Open Loop Control of Movement
Feedback can be involved in information processing models. However, often skills are performed without feedback and this was termed as open loop control. Often open loop control occurs when performing ballistic skills or when there is only a short period of time to execute the skill. For example, in a slip catch, a cricket player will have only fractions of a
second to choose a motor programme and execute it. In open loop control often feedback is available but there is no time to act on it. Once a motor programme has been put into action there is no feedback involved. This often means that if the wrong motor programme is selected, it can lead to very amusing results. Just watch any ‘sports bloopers’ programme to see examples! With regards to learning, after the skill has been performed, knowledge of
results can be used to improve future performances.
It goes from input , perception, decision-making, response programming, effectors and output
The open loop model explained:
Proprioception or intrinsic feedback gives information about errors or correct movements.
This information can then be used to correct errors or reinforce correct movement.
Information is sent via the command mechanism or effector mechanism for muscular control.
There has to be little conscious attention during closed loop control.
Closed Loop Control of Movement
Adams (1971) proposed a Closed Loop Theory which introduced the notion of feedback in skill production. The use of feedback is involved in detecting and correcting errors during the performance of sports skills. A simple example of this is when a gymnast performs a handstand. In the handstand position, if they start to lose balance, the proprioceptors will detect changes in balance and as a result of processing the information from these receptors, the brain will trigger muscular contractions to maintain the handstand.
It goes from input , perception,decision-making, response programming, effectors and output, but there is feedback throughout
The closed loop model explained:
The memory trace selects which motor unit to use and starts a movement. The perceptual trace regulates the body motion via kinaesthetic feedback. It is used to compare the correct response and actual response. Kinaesthetic feedback is used to correct movement patterns and adjust to changing needs to make a movement more skilful. There are thought to be two levels of control in closed loop. ‘Level 2’ (‘Level 1 is open loop control) control involves reflex actions, controlled by the CNS, which allow for quick sub- conscious adjustments during the performance of a skill. ‘Level 3’ control involves the brain interpreting this intrinsic feedback, so this conscious control occurs more slowly and often results in jerky movements.
The 2 traces of the closed loop model
Adams proposed
two ‘traces’ to use when detecting and correcting errors;
▪ The memory trace is used for selecting then initiating a motor programme. In a particular situation, a certain skill is selected and this operates as an open loop system. Therefore the memory trace is not involved in the control of the movement as it is executed.
▪ The perceptual trace controls the movement once it has started. The perceptual trace is a compared to the memory trace so when there a deviation from the perfect execution of the motor programme, adjustments can be made. The perceptual trace involves interpretation of intrinsic feedback that is provided as the motor action is being performed so any errors can be corrected.
