Feedback Theory and Application

7/28/2019 Feedback Theory and Application

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Feedback Theory and Application:Feedback Theory and Application:Best Practices and Practical SolutionsBest Practices and Practical Solutions

Peter Vint, Ph.D.

United States Olympic CommitteePerformance Services Division

SkillSkillSkill:

An ability that has been developed bypractice, training, and/or experience.

Skilled performers demonstrate:Focused, goal-oriented behavior (e.g.deliberate practice)Improvements with practice, training,and/or experienceEffective use of feedback

Types of skill:Motor skillCognitive skillPerceptual skill



Stages of skill (reStages of skill (re --)development)development

• Understanding requirements of the new skill.• Performance improving dramatically and rapidly.• Mental resources taxed.

• Skill requirements understood.• Performance variable but still improving.• Increasingly self-aware.

• Performance appears effortless.• Performance is consistently good.• Additional practice yields limited improvements.

Practice and FeedbackPractice and Feedback

The two most critical elements of

skill acquisition, motor learning,and performance.

(PERIOD)(PERIOD)



What it takes to beWhat it takes to be ……

Ericsson et al. (1993) Psych Review

What it takes to beWhat it takes to be ……

Ericsson et al. (1993) Psych Review



NonNon --coach led practice activitycoach led practice activity(ages 6(ages 6 --12)12)

0

500

1000

1500

2000

2500

3000

3500

6 7 8 9 10 11 12

Ag e in year s

A c c u m u

l a t e d h o u r s

Professional

Released

Recreational

Ford et al. (2008) JSEP

FeedbackFeedback

Information about a performanceoutcome or result and the factorsresponsible for it.



Types and characteristicsTypes and characteristics

of feedbackof feedback Athlete gathered (intr insic)Visual, audible, sensory

Coach provided (extrinsic or augmented)

Knowledge of results (KR)Knowledge of performance (KP)

Other aspectsQualitative vs Quantitative

Terminal vs ConcurrentImmediate vs SummaryUniform vs Faded vsBandwidth

Functions of feedbackFunctions of feedbackInformation and guidance

Provides relevant and useful information toguide the correction of errors.

AssociationCreates associations between stimuli andresponses.

MotivationProvides impetus to continue training,practice, and providing maximum effort.



Feedback delivery methodsFeedback delivery methods

Who should controlfeedback delivery?What should feedbackinclude?How should feedback bedelivered?When should feedbackbe given?

WhoWho should control feedback?should control feedback?

Athletes tend to make better use of feedback when they control its delivery.Function of experience, maturity, skilllevel, and skill complexity.

Novice players may tend to take mostadvantage of coach-controlled feedbackExperienced players should be weaned off coach-controlled feedback



Self Self --controlled feedback issuescontrolled feedback issues

Performers typically require more feedbackduring skill acquisition, less laterIssues with self-controlled feedback include:

Accessibi li ty : is the feedback available for theathlete to access if they want it?Understandability : is feedback presentedunderstandably given experience, knowledge, andeducation?Usability : is available feedback useful andactionable? Can something be done about it?

Compatibility : is available feedback compatible withfeedback otherwise received from coach, teammates,self?

WhatWhat should feedback include?should feedback include?Specific information the athlete cannot gatherdirectly or correctly.Specific instruction on what can be done toimprove performance.

Limit to factors known to influence performanceConsider time frame allowed for correctionConsider experience and maturity

Useful cues to help associate performance withresult. Analogies can be helpful.Greater precision, if useful, for moreexperienced/mature athletes.



Priori tizing feedbackPrioritizing feedback

Critical features fir stIdentify factors that trulyinfluence performanceSensitive to training ormaximize improvement

Relationship toprevious actions

Some faults may arisefrom others.

Time frame/Difficul tySome changes are harderor take longer to realize(training induced changes).Priorities between-seasonvs within-competition maydiffer.

Effects of goal settingand achievement

Easier to accomplish goalscan enhance motivational

aspects.

What determines touch height?What determines touch height?

Loss Height

Vertical velocity At t akeof f

Air resistance

Gravity

Ph ys iq ue B od y p os it io nat takeoff

Ph ys iq ue B od y p os it io nat touch

Mistiming Air resistance

Gravity

Initial verticalvelocity

Change invertical velocity

Forces exerted MassTimesforces act

Legforces

Armforces

Trunkforces

42% 17% 41% 0%Takeoff Height Reach HeightFlight Height

TouchHeight 10 ft = 100%

+ + –




Loss Height


Air resistance

Gravity




Gravity




Legforces

Armforces

Trunkforces



+ + –


Loss Height


Air resistance

Gravity




Gravity




Legforces

Armforces

Trunkforces



+ + –



Kondraske, G.V. (2008). Establishing the Relationship Between Basic SubsystemPerformance Capacities and Performance in Functional Tasks. Poster presented at the2008 Annual Meeting of the National Center for Human Performance. Houston, TX.

HowHow should feedback be given?should feedback be given?Keep it positive andaction or ientedAsk questions topromote activelearning and avoiddependency

Use effective cuewords and phrases(“7 ±2”)



WhenWhen should feedback be given?should feedback be given?

Traditional view:Immediate feedback is best.

Research findings:Frequent feedback is best during skill acquisition andfor complex skills.It is always appropriate if the athlete is in danger or atrisk of injury to his/herself or others.Delayed, reduced frequency, and summary feedbackis generally best for learning .

Faded and bandwidth feedback schedules should beconsidered.

Uniform/Constant FeedbackUniform/Constant Feedback“ actual performance”

feedback provided atconsistent in tervals

“ expected p erformance”



Faded FeedbackFaded Feedback“ actual performance”

feedback more frequentlyearly; less frequently later


Bandwidth FeedbackBandwidth Feedback

“ range of acceptable perform ance”


“ actual performance”

feedback provided only whenperformance falls outside rangeas performance improves,

the range can be tight enedand the processed continued



Feedback each ti me

Summary after a few

Benefits of summary feedbackBenefits of summary feedback

From Schmidt, Young, Swinnen, & Shapiro (1989)

BAD

GOOD

BETTER

WORSE

Take home points on feedbackTake home points on feedbackProvide feedback to maximize learning andcompetition performance .Provide feedback athletes cannot obtain (accurately)themselves .Help athletes become introspective and independent .When ready, provide athletes opportunity to controldelivery of feedback .Prioritize feedback so it can be acted upon in the timeframe considered.Provide feedback more frequently early, less frequentlylater. Consider delayed, reduced frequency, summary ,and bandwidth feedback .





Benefits of random practiceBenefits of random practice

From Shea and Morgan (1979)

BAD

GOOD

Repetitious dril l

Interspersed dri ll

BETTER

WORSE

ConstantConstant vsvs VariableVariableConstant

Conditions held constantduring practice

VariableConditions different within andbetween practices

Factors to consider:Environmental: light,temperature, humidity, altitudeSituational: time of day,background, surface, fatigue,crowd/ambient noise, pressureArtificial: noise, pressure,fatigue, stimulation, ballcolor/inflation



Take home points on practiceTake home points on practice

Design practices to maximize learningand competition performance .Design practices that encourage “ activelearning ”and limi t coach dependency .Consider advantages of:

random versus blocked practice.variable versus constant practice.

Interaction between feedback,Interaction between feedback,

learning, and performancelearning, and performanceExplicit :

coach defines rules and relationships completely –athletes only need to identify and act on them.

Implicit :athletes figure out all relationships and rules forthemselves.

Guided d iscovery :coach provides clues but allows athletes toestablish rules and relationships



ReferencesReferencesChen, D.D. (2001). Trends in augmented feedback research and tips forthe practitioner, JOPERD , 72 (1), 32-36.Hastie, P. & Hannan, P. (1990). Feedback to athletes: Strategies forimproving competitive performance. Modern Athlete and Coach , 28 , 7-9.Magill, R.A. (2001). Augmented feedback in motor skill acquisition. InR.N.Singer, H.A. Hausenblaus, & C.M. J anelle (Eds.), Handbook of SportPsychology (2nd ed., pp. 86-114). New York: J ohn Wiley & Sons.Newell, K.M., Morris, L.R., & Scully, D.M. (1985). Augmented informationand the acquisition of skill in physical activity. Exercise and Sport SciencesReviews , 13 , 235-261.Salmoni, A.W., Schmidt, R.A., & Walter, C.B. (1984). Knowledge of resultsand motor learning: A review and critical appraisal. Psychological Bulletin ,95 , 355-386.Schmidt, R.A. & Bjork, R.A. (1992). New conceptualizations of practice:Common principles in three paradigms suggest new concepts for training.Psychological Science , 3 (4), 207-217.Wulf, G., & Shea, C.H. (2004). Understanding the role of augmentedfeedback: The good, the bad, and the ugly. In A. Mark Williams and N.J .Hodges (Eds.), Skill Acquisition in Sport: Research, Theory, andPractice.Routledge: London.

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Feedback Theory and Application