Feedback S2W2 Flashcards
Schema theory (Schmidt, 1975)
- theory stating that people mould memories to fit information that already exists in their minds
- 4 key types of info stored after a movement is made:
- initial conditions (body position/object weight)
- general motor program (GMP) parameters
- movement outcome in relation to KR (knowledge of results)
- sensory consequences - feedback from our own body
- performer abstracts a relationship or rule form these factors - this is the ‘schema’
4 types of feedback (overview)
intrinsic
- information we gather ourselves from vision, audition, proprioception
extrinsic (aka augmented)
- info we are given externally - extra info beyond what the body receives
qualitative
- largely descriptive
- information about what you might have done
- detail could be too much early on for novel tasks
quantitative
- numeric content
- used when too much detail isn’t useful
- e.g. when learning novel tasks
what is augmented feedback?
- additional information about a performance that supplements sensory feedback and comes from an external source
properties of augmented feedback
motivational
- Strong link to achievement
- Greater enjoyment when given feedback
- Encourages people to try harder
- Encourages people to practice longer
reinforcement
- Positive: encourage good behaviour
- Negative: withheld, discourage the behaviour you don’t want to see
dimensions of augmented feedback
- knowledge of results / knowledge of performance
- concurrent / terminal
- immediate / delayed
- verbal / non-verbal
- accumulated / distinct
- averaged / summary
- program / parameter
- descriptive / perspective
program vs parameter feedback
program - info about the pattern of movement - for novices learning basic movement
parameter - info about the parameters being applied to that program - more experienced learners refining the skill
descriptive vs prescriptive feedback
descriptive - giving a description of what the person has done
prescriptive - telling them what they should do (more useful for novices)
knowledge of results (KR)
- info about the outcome of the movement
- e.g. football penalty it is clear that you missed to the right
- sometimes redundant
- in simple learning tasks where intrinsic feedback is insufficient, it is difficult to learn without KR
- e.g. if you have thrown something it may feel good but you don’t know how good it was until you know how far it went
knowledge of performance (KP)
- info about quality of the movement
- e.g. football penalty not interested in if you score, looking at how you kicked it
- can be given through video feedback, kinematic & kinetic feedback (about force characteristics of movement) and performance analysis
quantitative feedback - trampoline example
- video analysis
- need to find key performance indicators to provide feedback
- key performance indicators are things we can measure that are associated with high scores e.g. individual skill time, travelling of centre
knowledge or results vs knowledge of performance
- over 90% of PE teachers use knowledge of performance (Fishman & Tobey, 1978)
- research suggests using knowledge of performance is more effective and leads to better performance than knowledge of results (Kernodle & Carlton, 1992)
quantitative vs qualitative feedback
- early stages often qualitative is best
- once movement pattern achieved then quantitative is better
bandwidth feedback
- only given when errors exceed specified tolerances
summary vs average feedback
- summary = giving a breakdown of what happens on each performance
- average = provided after a series of attempts, giving an overall evaluation
