Week 11 Flashcards
Best way to enhance attentional focus is to not direct learner in ____ direction but direct their focus in ___ direction
wrong, right
- e.g. ‘Don’t look at this’, instead say ‘look here’
Cue utilization hypothesis:
Change in attentional focus occur according to arousal levels (high anxiety, low anxiety, etc)
Attentional focus narrows as arousal approaches optimal levels:
- Zone of optimal functioning
- Perceptual narrowing
Limitations of Comparing a Learner’s Technique to Someone Else’s
- Certain techniques may be not suitable due to individual differences
- An observed flaw may have various underlying causes (medical condition, injury, etc)
- Errors are not always the result of poor technique
- Practitioners be able to identify errors
- May have been taught it incorrectly
Errors due to constraints:
Individual, task, environment
- Developmental level (sudden growth spurt, etc)
- Equipment (too big, too small, new)
- Structure of task or drill
- Changes in the environment (rain, wind etc)
- Fear (of injury, embarrassment etc)
Comprehension errors:
- When learner does not understand the requirements of the skill or what is expected
- When the learner is trying to correct or refine skills
Response selection errors
- Perceptual errors
- Decision making errors
- Recall errors
Execution errors:
- Errors in neuromuscular coordination
- Speed accuracy tradeoff
- Telegraphing
Sensory errors:
- Visual
- Proprioception
Should the error be corrected?
- Is the learner capable of making the correction?
- How much time is needed?
- Is the learner motivated?
Retry -
Refine -
Rebuild -
Retry - easy to correct, simple modification
Refine - moderate effort to correct
Rebuild - Difficult to correct
Two Sources of Performance-Related Information (feedback)
- Task-intrinsic feedback (sensory or naturally available to you)
- Augmented feedback (extrinsic/external, video, coach, team mate):
Two types of augmented (extrinsic) feedback
Knowledge of Results (KR):
- Externally presented information about the outcome of an attempt to perform a skill
Knowledge of Performance (KP):
- Externally presented information about movement characteristics that led to performance outcome
Functions of Augmented Feedback
- Provides information that facilitates achievement of the goal of the skill
- Error correction
- Motivates the learner to continue striving toward a goal
- Reinforcement
How essential is Augmented Feedback for Skill Learning?
- Can be essential, it may not be
- It could enhance skill learning OR slow it down
- e.g. Slow it down if learner so focused on feedback rather than actual process of skill
Video feedback learning stages:
- Shock
- Error detection
- Error correction
- Independence
Content of Augmented Feedback
- Error vs. correct feedback
- Focusing on error or correct form
- Descriptive vs. prescriptive
- prescribe what to do next time vs. what they did that time
- Degree of precision in feedback
Precision of Augmented Feedback
- Early stages of learning: feedback general but still effective
- Later stages of learning: feedback more precise
Strategies to reduce feedback frequency
- Faded feedback - progressively give less and less
- Bandwidth feedback - only give if they perform at certain level that could lead to injuries
- Summary feedback - summaries
- Average feedback - on average
- Self-control feedback - they ask for feedback
When feedback provided too soon:
- No time to problem solve/learn themselves
- This can hamper development of error detection
Concurrent Augmented Feedback is given when…
person is performing a skill (can be positive or negative)
Guidance Hypothesis
- Augmented feedback on every trial guides the learner to successful performance, but results in poor learning
- The learner becomes dependent on augmented feedback which leads to poor performance when augmented feedback withdrawn
