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Chapter 16 1
CHAPTER 14
THE EFFECTS OF AUGMENTED FEEDBACK ON SKILL LEARNING
Chapter 16 2
THIS CHAPTER’S CONCEPT
Augmented feedback provides information that can facilitate skill learning
Chapter 16 3
INTRODUCTIONGiving augmented feedback is a significant role as a physical therapist, teacher, coach & athletic trainerAugmented feedback provides answers that save the learner’s time and energy in learning skills
Chapter 16 4
FEEDBACK
Two types of performance information
Task-intrinsic feedbackSensory-perceptual information that is a natural part of performing the skill
Augmented feedbackAdd-on to task intrinsic feedback
• Adds to information detected• Adds to information one cannot detect
Chapter 16 5
Types of Augmented Feedback
Knowledge of Results-Externally presented information about the outcome of performing a skill or achieving the goalKR does not describe the outcome, only tells the performer if they achieved the goal
Knowledge of performance-Information about movement characteristics that led to the performance outcome
Chapter 16 6
Short QuizHaving the client/student watch their movement in a mirror.You movement was to forceful, you need to putforthless force on the next toss.Your toss went to right and was short of the target.Another student in the class said: “the reason why you did not kick the ball in the air was because your kicking foot hit on top of the ball not below.”
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ROLES OF AUGMENTED FEEDBACK
Helps the learner achieve the goal more quicklyInfluences the person’s perception of his/her own ability in a skill (motivation)Improves the chance that the performer will repeat the performance (reinforcement)
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HOW ESSENTIAL IS AUGMENTED FEEDBACK?
Depends on the skill being learned and of the person learning the skill.
Depends on the state of learning
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ANSWER 1: AUGMENTED FEEDBACK IS ESSENTIAL FOR SKILL ACQUISITION
Situations where sensory information is not available (cannot see the target)
When learner’s sensory pathways are impaired due to injury, accident , age, or disease.
When task intrinsic feedback is available but performer cannot use it! (due to lack of experience)
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ANSWER 2: AUGMENTED FEEDBACK IS NOT NEEDED. Skill that inherently provides task-intrinsic feedback
Skill that has a detectable external reference in the environment (i.e. targets, basket, goal)
Observational learning situations in practice where one sees a skilled performer or skilled peer performing the skill
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ANSWER 3:AUGMENTED FEEDBACK ENHANCES SKILL ACQUISITION
Simple skills for which achievement of the performance goal is initially easy to assess
One can learn them more quickly or perform at a higher level if feedback is given
Any complex skill where a person must acquire an appropriate multi-limb pattern of coordination
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ANSWER 4: AUGMENTED FEEDBACK HINDERS SKILL
LEARNINGWhen the learner become dependent on
feedback while learning a skill
When the learner is given erroneous feedback
When the learner is given concurrent feedback
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SUMMARYTask intrinsic feedback comes from sensory perceptual informationAugmented feedback adds on to task intrinsic feedbackKR is externally presented informationKP information is about movement characteristicsFeedback motivates, reinforces and speeds learningFeedback’s effect depends on the skill and the performer
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The Content of FeedbackErrors versus CorrectKR versus KPQualitative versus Quantitative informationPerformance BandwidthsErroneous Augmented Feedback
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INFORMATION ABOUT ERRORS VERSUS CORRECT ASPECTS
Should one provide mistakes he or she made or those aspects of performance that are correct?Research consistently has shown that error information is more effective for skill improvement.Information about correct performance serves to motivate the person to continue.
Chapter 16 16
KNOWLEDGE OF RESULTS VERSUS KNOWLEDGE OF
PERFORMANCEDo professionals use one form over the other?
Fishman & Troy study with physical education showed KP (94%) is given more than KR.
Do KR and KP have the same influence on skill learning?
Research does not provide a clear cut answerBut both forms of feedback are valuable in skill learning
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KR & KP IssueKRUsed to confirm their own assessmentsNeeded when intrinsic is not presentTo motivatePromote active learning
KPSkill requires a specific movementComplex, multi-limb movementGoal is kinematic,kinetic, or muscularKR is redundant with task intrinsic feedback
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QUALITATIVE VERSUS QUANTITATIVE INFORMATIONShould we provide feedback that is numerical in value or feedback that identifies the quality of performance?
In terms of Gentile’s model:Early learner needs qualitative feedback; Once learned quantitative feedback
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AUGMENTED FEEDBACK BASED ON PERFORMANCE BANDWIDTHS
How large an error a performer should make before giving augmented feedback?
Performances outside the performance bandwidth augmented feedback is givenResearch support the use of bandwidthsOne does not have to reduce the size of bandwidth limits in relation to the stage of learningParticipants need to know in advanced that they will not receiving KR if inside the performance bandwidth
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ERRONEOUS AUGMENTED FEEDBACK
When augmented feedback is redundant information, will the learner will use it rather than ignore it?
If learner ignores the feedback when it is redundant with task-intrinsic feedback, performance is not effectedIf learner used the feedback, then this erroneous information will bias the performanceEarly stages of learning the beginner will use augmented feedback whether it is correct or not
Helps them deal with uncertainty about what the task intrinsic feedback is telling them
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DIFFERENT TYPES OF KNOWLEDGE OF PERFORMANCES
Verbal Knowledge of performanceVideotape as augmented feedbackMovement kinematics as augmented feedbackBiofeedback as augmented feedback
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VERBAL KNOWLEDGE OF PERFORMANCE
Is verbal knowledge of performance useful?The content of what you tell the person practicing is critical.
Perform a skill analysis of skill being practiced.Prioritize each part by listing the most critical parts first and so on.Which part of skill must be done properly for entire skill to be performed correctly
Practitioner needs to decide the content of the verbal KP statements
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VERBAL KP STATEMENTS COMES IN TWO FORMS?
Descriptive and Prescriptive.Descriptive simply describe the movement.Prescriptive tells a person what to do correct it!Which form is best?
Prescriptive in beginningDescriptive once the skill is learned
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VIDEOTAPE AS AUGMENTED FEEDBACK
Is the use of videotape as augmented feedback an effective?
Videotape replays is a common practice that many assume aids in skill acquisitionEffectiveness of video tape replays depends on one’s stage of learning
Beginners need assistants to point out critical informationAdvanced player benefit form attention-directing instructions such as verbal cues or checklists
Continued
Chapter 16 25
VIDEOTAPE AS AUGMENTED FEEDBACK
Kernolde & Carlton throwing study demonstrated the importance of giving specific cues to look for while watching a videotape replaysVideotaping or Verbal KP have similar effectsSelf modeling tapes when combined with instruction is an effective form
Swimmers watching their own performance performed better that those who saw the same skills performed by someone else.
Chapter 16 26
MOVEMENT KINEMATIC AS AUGMENTED FEEDBACK
Graphic computer simulations of performances Lindahl study enabled machine operators to achieve performance levels in cutting tungsten discs Swinnen et al. laboratory base studies with bimanual coordination task demonstrated effectiveness of displacement information in performing.Wood et al. graphically displayed golf shot improved golfers swing
Take into account the performer stage of learningBeginner need to interpret itSkilled can use more complex kinematic info
Chapter 16 27
BIOFEEDBACK AS AUGMENTED FEEDBACK
Use of task-intrinsic feedback related to physiological processes (heart rate, muscle activity)Most common form in EMG
Rehab & physical therapyBrucker & Bulaeva ‘s study of EMG feedback study found it to be effective for cervical spinal cord patients.Intiso et al. found recovery with stroke victims were better when using EMG Biofeedback Using swimming cap with an audible signal to maintain velocity and arm cycle was effective.Heart rate presented audibly to competitive rifle shooters was found to be effective.
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Summary About the Types of KPBiofeedback needs to give the client/student information they can use to alter movements.Graphic kinematic displays is effective for advanced performers rather than novices.Videotaping: Beginners need instructors who provide error information Prescriptive KP is better for novice whereas descriptive KP is better for more skilled peopleVerbal KP should be based on the most critical error madeError information early in learning facilitates skill improvement Early performer need ball park info; more specificity latter.
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Timing of FeedbackConcurrent & Terminal Augmented Feedback
Should one give feedback during or after one has performed?
The KR-Delay & Post-KR IntervalsWhat affect does feedback have just before or after one has performed?
Frequency of Presenting Augmented Feedback
How frequently should I give feedback?
Chapter 16 30
PRESENTING FEEDBACK DURING OR AFTER?
Feedback given during performing is concurrent feedback
I.E. Steering a car through traffic; knee extension device that measures ROM; walking to class
Feedback at the end is terminal feedbackWhich form is better???
Terminal feedback is effective in any skill learning situation but concurrent feedback depends on level of task-intrinsic feedback in performing.
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EFFECTS OF GIVING CONCURRENT AUGMENTED FEEDBACK
A negative learning effect occurs when:Feedback directs the learner attention from critical task intrinsic feedback and towards the augmented feedback (feedback becomes the important information).
Elderly adults and Parkinson’s patients who saw their drawing on a computer screen improved during practice but not in retention.
Continued
Chapter 16 32
EFFECTS OF GIVING CONCURRENT AUGMENTED FEEDBACK
Enhances skill learning whenConcurrent feedback enhances intrinsic feedback.Involved skills where task intrinsic feedback back were difficult to process.
Training pilot using a Flight simulatorActivation of a muscle group in physical therapyLearning bimanual tasks
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PREDICTING AFFECTS OF CONCURRENT AUGMENTED FEEDBACK
When information value of task intrinsic feedback is low, augmented feedback information value high learner will depend on concurrent feedback(Annett)Concurrent feedback must facilitate the learning of critical features in the task (Lintern & others)Negative effects of feedback occur when it distracts attention away from these features
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Give feedback before or after?KR-delay interval is between the end of one practice attempt and the augmented feedbackPost-KR internal is the interval between the augmented feedback and the beginning of the next practice attempt
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T1 T2
KR-DelayPost-Kr Delay
KR
Time Intervals
Trial 1
T = trial
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RELATIONSHIP BETWEEN INTERVALS AND SKILL LEARNING
To understand the relationship we need to understand the influence of two variables:
-Length of the intervals (Time)
-Activity during the intervals
Chapter 16 37
LENGTH OF KR-DELAY INTERVAL
Augmented feedback has informational value for performers to solve problems.Seems to be a minimum amount of time that
must pass before giving feedback (Swinnen, et. al. 1990)
Too soon seems to intrefer with task intrinsic feedback processingBut if one waits just a few seconds, task intrinsic feedback processing is facilitated.
Chapter 16 38
ACTIVITY DURING THE KR-DELAY INTERVAL
Three Outcomes have been cited in research that indicates that it might hinder, benefit, or have not have an affect
The most common effect is no influence Hinder learning when the interfere activity:
uses the same learning processes as the primary task being learned (motor or cognitive).Subjects engage error estimation activities of another subject.
Interval benefits learning if the learner is required to evaluate their performance (subjective performance evaluation strategy)
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SUBJECTIVE PERFORMANCE EVALUATION STRATEGIES
Activity that engages the learner in estimating their movement or a specific movement related characteristic in their performance during KR-delay interval benefits learning
Verbalize what they think they did right and wrong
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LENGTH OF POST- KR INTERVAL
Very important interval because most believe this is the period where we develop a plan of action.
There seems to be a minimum length of time for this interval but no upper length of time limit has not been established
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ACTIVITY DURING POST –KR INTERVAL
Engaging activity has similar results to that of KR-delay
No effect, hinder, or benefit.Most common results is no affect
Learners engage in important planning activities during this period. Learner uses this time to develop task intrinsic feedback to determine future plan of action
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HOW OFTEN SHOULD ONE GIVE AUGMENTED FEEDBACK?
Giving augmented feedback after every trail is not practical nor optimal for learningSome type of relative or reduced frequency feedback schedule is appropriate
Chapter 16 43
DO YOU SUPPORT THE VIEW THAT “MORE IS BETTER?”
Winstein and Schmidt study indicates that “more is not better.”
Reduced frequency of feedback is better for learning skillsOptimal relative frequency of feedback is specific to the skill learned
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WHY GIVING AUGMENTED FEEDBACK LESS THAN 100% BENEFITS LEARNING?
Related to attention-capacity overload100% feedback leads to different type of learning processes Guidance hypothesis (Winstein & Schmidt)
100% feedback guides the learner and they become dependent on augmented feedbackRelative frequency does not develop dependency
Chapter 16 45
TECHNIQUES THAT REDUCE AUGMENTED FEEDBACK FREQUENCY
Fading TechniqueSelf-selected frequencyPerformance Based BandwidthsSummary Feedback
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FADING TECHNIQUEForm of relative feedback in which one systematically reduces KR frequency.
Example•Give augmented feedback for 50% of the trials
•Give augmented feedback for 25% of the trials
•Give augmented feedback for 12% of the trials
•Give augmented feedback when requested
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SELF-SELECTED FREQUENCYThe practitioner gives the learner augmented feedback only when they ask for itSelf-regulates the presentation of augmented feedback
Janelle, et al. overhand throwing study showed that only 11% of feedback in self-controlled condition was needed.
Why do we ask for help?If is usually after a good trial not badUse it to confirm our self-evaluation of the trial (Chiviakowsky & Wulf)
Chapter 16 48
PERFORMANCE BASED BANDWIDTH FEEDBACK
Where one gives feedback on a small band of correct trials or standard set by the teacher, coach, or therapist. When ever the learner is outside this band
Feedback is given frequentlyWhen the learner is within this band
Feedback is given sparingly.Provides a useful means to individualize the frequency of augmented feedback
Continued
Chapter 16 49
SUMMARY AUGMENTED FEEDBACK
Defined as listing performance related augmented feedback after a certain number of trialsWhat is the optimal number of performance trials to be included in summary feedback?
No specific number of trialsBut longer summaries are better for simple skills where as shorter summaries are better for complex skills (Guadagnoli, et al., 1996).One can give a summary of each trial or an average across trials (Young & Schmidt, 1996)
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GUIDELINE FOR GIVING AUGMENTED FEEDBACK
1. The person must be capable of using the information.- Beginners need “ballpark” info- Skilled needs more specific info
2. Combine error-based feedback and performance information of what is done correctly
continued
Chapter 16 51
GUIDELINES FOR GIVING AUGMENTED FEEDBACK
3. Verbal KP should be based on the most critical errors made during practice- Analysis of skill- Prioritize list of components of skill
4. Prescriptive KP is better for novice;descriptive KP is appropriate for advanced
Continued
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GUIDELINES FOR GIVING AUGMENTED FEEDBACK
5. Videotape replays can be effective with beginners- Practitioners provide direction to help them detect
6. Computer generated displays is effective for advanced performers
7. Biofeedback needs to give perform info they can use to alter movements
Chapter 16 53
GUIDELINES FOR GIVING AUGMENTED FEEDBACK8. Do not give feedback after every trial and
develop a faded feedback schedule using bandwidth standards.
9. Wait a few seconds before giving feedback.
10. Have the student or client engage in self-evaluation of their performance then give feedback.
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GUIDELINES FOR GIVING AUGMENTED FEEDBACK
11. Summary feedback should be provided over trials. More trials for easy skill and less trial for more complex tasks.
12. Give the performer a choice in when they want feedback.
