Lecture 12 Flashcards
considerations in off task practice
- motivation for learning
- instruction & demonstration
- mental practice and imagery
goal setting
SMART goals: specific, realistic is key
augmented feedback
external source, can be motivating and demotivating
self-regulation of practice
control of the components of practice
motivation requires
goal setting, self-regulation of practice, and augmented feedback
instructions
- provide clarity of what is going to done in the task (can be confusing)
- most effective with demonstration
- direct attentional focus: most effective= external focus of attention
- demonstration/modelling-photos, video, live demonstration
how often should we practice?
-2/H once a day did best
concerning the rest work/rest balance ratio
- massed practice- very brief rest periods between trials; less than the length of the trial
- distributed practice- rest= length of the trial
discrete vs continuous
- Discrete (lower fatigue)- amount of rest given has minimal effect as the task itself is very brief
- Continuous (higher fatigue)- longer rest periods lead to enhanced performance
- pursuit rotor task: 60 sec of rest is most effective
constant vs variable practice
constant vs variable practice
- Constant: practicing a skill only one way
- good initial (acquisition phase) results
- not well generalized to “real life” (retention) - Variable: practice a skill in variety of ways
- initial results unremarkable (acquisition)
- typically very generalizable to “real life” (retention)
blocked vs random practice
- Blocked
- a stepwise process
- allows time to refine each step - Random
- rotating between multiple tasks throughout a practice session
- no back to back repetition or consecutive attempts
- a lot more a real life setting or game style setting
which is better for practice, blocked or random?
-random
why?
-actively engages the learner
-increases meaningful and distinguishable memories of each task
-challenges short term memory; making solutions more salient in the long term (memory)
limitations
- Guaganoli and Lee: proposed that random practice is least effective when task difficultly is at a level that is too high for the performer
- blocked-random; the extreme versions of practice
- hybrid schedules: bring those two together: moderate levels of random practice, incorporating short spirts of blocked is more effective: challenging the performer but not too hard or too easy
augmented feedback
- how we organize our feedback (in practice)
- in this case: motor control: feedback relates to human performance
- more general in nature- regarding movement and movement outcomes (not just error)
- refer to diagram
two forms of augmented feedback
KR (knowledge of results)- success of the action
KP (knowledge of performance)- kinematics of the movement pattern or the movement itself; not specific to the outcome
what does augmented feedback do?
- produces motivation
- provides information about errors
- directs the learners attention toward the movement or the movement goal
- can create dependency- coach isn’t in your ear telling you in performance
motivation
- learners are more likely to try harder, practice more
- can help performers to stay on task and bring more effort to the task
- motivation effect is indirect
- (direct effect) performance is enhanced when KR is provided during performance
information and focus
- information- patterns of action
- provides specific parameters for improvement for performance
* most beneficial factor - Focus our attention
- KR and KP can provide conflicting focus
dependency factor
-guidance hypothesis- the learners dependency on feedback
how much feedback should we give?
- precision of feedback
- relative frequency of feedback: want to keep low
- faded feedback: beginner stage needs info and feedback and then decrease
- bandwidth feedback: only when what they’re doing falls out of a certain parameter
- summary feedback: let them go try the skill on their own and then give them a summary of feedback
is the timing of feedback important?
- Concurrent feedback
- Delayed feedback
- Learner-determined feedback schedule
Concurrent feedback
- verbal, visual, auditory
- poor retention over time
a) physical guidance-haptic/kinesthetic info: touching body to help them with positioning - guidance of a device or a person
- poor retention over time
delayed feedback
“feedback interval” no activity in the feedback interval; feedback is still beneficial
a) instantaneous feedback- similar results to concurrent feedback, similar to concurrent
- when there is a delay where there is other activity going on performance tends to degrade (retention)
learner-determined feedback schedule
- schedule in which the provision of feedback is determined by the learner
- learners likely need (or request) feedback far less frequency than instructors tend to provide it
- there may be important motivational component driving the request for feedback
alternative to delayed feedback
a) trail- delay of feedback
- filling the gap with another trail before giving feedback is more effective than presenting feedback immediately
- increases our awareness of the inherent feedback available-making augmented feedback more valuable
