Embed Size (px)
Citation preview
1
THE EFFECTS OF AUGMENTED FEEDBACK ON SKILL LEARNING
2
THIS CHAPTER’S CONCEPT
Augmented feedback provides information that can facilitate skill learning
3
PART I: INTRODUCTION Giving augmented feedback is a significant
role as a physical therapist, teacher, coach & athletic trainer
Augmented feedback provides answers that save the learner’s time and energy in learning skills
Reinforcement or Feedback Reinforcement is usually verbal and is direct to
the learner to motivate or maintain persistency in learning a task.
Feedback can come in many form but directly relates to the performance to the intend outcome and primary guides the performer to the intended outcome.
4
5
Wallace & Hagler’s Basketball Set shot Study 1. KP group
exceeded verbal encouragement initially and later in practice.
2. Verbal encouragement group showed no further improvement.
6
FEEDBACK
Two types of performance information
Task-intrinsic feedback Sensory-perceptual information that is a natural
part of performing the skill Augmented feedback
Add-on to task intrinsic feedback • Adds to information detected • Adds to information one cannot detect
7
Types of Augmented Feedback
Knowledge of Results- Externally presented information about the
outcome of performing a skill or achieving the goal
KR 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
8
Roles of Augmented Feedback Helps the learner achieve the goal more
quickly (guidance) Influences the person’s perception of his/
her own ability in a skill (motivation) Improves the chance that the performer
will repeat the performance (reinforcement)
9
How essential is augmented feedback depends on:
Depends on the skill being learned.
Depends on the stage of learning
Augmented Feedback Affect:
10
Essential
Not needed
A benefit
Hinders
11
ANSWER 1: AUGMENTED FEEDBACK IS ESSENTIAL WHEN:
Some situations where sensory information is not available (e.g., learner cannot see the target)
When learner’s sensory pathways are impaired due to injury, accident , age, or disease.
Situation where the learner sensory system is capable of detecting feedback but they cannot use the feedback because of:
Lack of experience It’s not meaningful to the learner
12
ANSWER 2: AUGMENTED FEEDBACK IS NOT NEEDED WHEN.
Skill that inherently provides task-intrinsic feedback
Skill that has a detectable external reference in the environment that the learner can use to determine the appropriateness of the action (i.e. targets, basket, goal)
In observational learning situations Observational learning situations seems to precludes
the need for augmentation.
13
ANSWER 3:AUGMENTED FEEDBACK CAN ENHANCES SKILL ACQUISITION WHEN
In about any complex, multi limb skill where a person is required to attain a certain degree of success simply by making repeated attempts to achieve a performance goals. Wallace & Hagler basketball shooting study
14
ANSWER 4: AUGMENTED FEEDBACK HINDERS SKILL
LEARNING When the beginning learner become dependent on
augmented feedback that will not be available in a test situation.
When the learner is given erroneous feedback
When the learner is given concurrent feedback but!!!
15
SUMMARY Task intrinsic feedback comes from sensory perceptual
information Augmented feedback adds on to task intrinsic feedback KR is externally presented information KP information is about movement characteristics Feedback motivates, reinforces and speeds learning Feedback’s effect depends on the skill and the performer We need to know what situations require feedback and
situations where feedback is not necessary or may hinder performance.
Part II :CONTENT OF FEEDBACK
16
17
The Content of Feedback Errors versus Correct KR versus KP Qualitative versus Quantitative information Performance Bandwidths Erroneous Augmented Feedback
18
INFORMATION ABOUT ERRORS VERSUS CORRECT ASPECTS
Should one provide mistakes he or she made or those aspects of the performance that are correct?
1. Research consistently has shown that error information is more effective for skill improvement.
2. Information about correct performance serves to motivate the person to continue.
19
KNOWLEDGE OF RESULTS VERSUS KNOWLEDGE OF
PERFORMANCE Two question are asked about KR and KP in skill
learning situations: Do professionals use one form over the other? Does KR and KP have the same influence on skill
learning?
20
The benefits in using each: KR Leaner Use it to
confirm their own assessment of task intrinsic feedback
Learner use it when intrinsic is not present
Learner uses it to motivate themselves.
Learn uses it to promotes active learning
KP Learner uses when the
skill requires a specific movement pattern.
Helps when multi-limb movement need to be corrected
Helps when the out come goal is kinematic, kinetic, or requires a specific muscle activity
When KR is redundant.
21
QUALITATIVE VERSUS QUANTITATIVE INFORMATION
How precise should feedback be???
Should 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
22
AUGMENTED FEEDBACK BASED ON PERFORMANCE BANDWIDTHS
How large an error should occur before one gives augmented feedback? Performances outside the performance bandwidth
augmented feedback is given Research support the use of bandwidths One does not have to reduce the size of bandwidth
limits in relation to the stage of learning Participants need to know in advanced that they will
not receiving KR if inside the performance bandwidth
23
REDUNDANT AUGMENTED FEEDBACK
When augmented feedback is redundant will the learner will use it or ignore it? If learner ignores the feedback but task-intrinsic
feedback is present, performance is not effected If learner used the feedback but the feedback is
erroneous information, it will bias the performance Early 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
24
Descriptive and Prescriptive
Descriptive and Prescriptive. Descriptive simply describe the movement. Prescriptive tells a person what to do
correct it! Which form is best?
Prescriptive in beginning Descriptive once the skill is learned
PART III: DIFFERENT TYPES OF KNOWLEDGE OF PERFORMANCE
25
26
DIFFERENT TYPES OF KNOWLEDGE OF PERFORMANCES
Verbal Knowledge of performance Videotape as augmented feedback Movement kinematics as augmented feedback Biofeedback as augmented feedback
27
VERBAL KNOWLEDGE OF PERFORMANCE
Verbal knowledge of performance is useful when: The content of what you tell the person practicing
is critical. How do you know if is critical information?
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 the
entire skill to be performed correctly
28
VIDEOTAPE AS AUGMENTED FEEDBACK
Is the use of videotape an effective form of augmented KP feedback? Videotape replays is a common practice that
many assume aids in skill acquisition Effectiveness of video tape replays depends on
one’s stage of learning Beginners need assistants to point out critical
information Advanced player benefit form attention-directing
instructions such as verbal cues or checklists
Continued
29
VIDEOTAPE AS AUGMENTED FEEDBACK
Moderately skilled golfers were used in study where three groups were formed: Video play was used as source of KP Just verbal KP NO KP
Groups were involved in 90 minute practice session for 4 days PGA pro gave verbal feedback to one group Video group viewed video replay of their swing Accuracy measures across different distance were
recorded. Video KP group performed better than the other two
groups on a retention test given after a 2-week no practice period.
30
VIDEOTAPE AS AUGMENTED FEEDBACK Girls learned a balance beam routine by:
1) using verbal KP with a checklist 2) using video tape replay with a checklist.
At the end of 6 weeks, the videotaped group scored significantly higher on precision, execution, amplitude and direction.
In the end, video replay facilitates features the performers that can or cannot be readily observed.
31
MOVEMENT KINEMATIC AS KP AUGMENTED FEEDBACK
Graphic computer simulations of performances Lindahl study enabled machine operators to achieve
performance levels in cutting tungsten discs Wood et al. graphically displayed golf shot improved
golfers swing Physical therapist use of kinematic computer simulation
of the patient’s knee improved the patient’s range of motion of flexion and extension
Take into account the performer stage of learning Beginner need help to interpret it Skilled can use more complex kinematic info
32
BIOFEEDBACK Use of task-intrinsic feedback related to physiological
processes (heart rate, muscle activity) Most common form in EMG
Brucker & 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.
Again, beginners needs help to interpret it
Early in rehab or learning Patient or student should be given:
Error information Both KR & KP General (qualitative feedback) Prescriptive feedback Verbal instructions should focus on few critical
movement errors If you use self video tapes, kinematic computer
simulation, or biofeedback devices, the beginner will need help in interpreting it!
33
At the latter stages…. Patient or student should be given
Both error and corrective feedback Both KP and KR feedback Descriptive Feedback More quantitative feedback Verbal feedback can be more complex. Use self-video tapes with a checklist Use computer simulation and EMG devices
34
The bottomline is The content of feedback needs to change across
the different stages of rehabilitation, development, or learning.
35
PART IV: Timing of Feedback
36
37
Timing of Feedback Concurrent & Terminal Augmented Feedback
Should one give feedback during or after one has performed?
The KR-Delay & Post-KR Intervals What affect does feedback have just before or
after one has performed? Frequency of Presenting Augmented
Feedback How frequently should I give feedback?
38
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 feedback Which form is better???
Terminal feedback is effective in any skill learning situation but concurrent feedback depends on level of task-intrinsic feedback in performing.
39
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). Coach provides feedback to player....pass the
ball…which causes the performer attention to focus on passing instead of taking an easy short shot to make a basket in basketball.
Continued
40
EFFECTS OF GIVING CONCURRENT AUGMENTED FEEDBACK Enhances skill learning when
Concurrent feedback enhances intrinsic feedback. Involved skills where task intrinsic feedback back
were difficult to process. Training pilot using a Flight simulator Activation of a muscle group in physical therapy Learning bimanual tasks
Information is directed to the movement outcome not the movement itself**
41
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)
Concurrent feedback directed to movement outcome is benetifical
Negative effects of feedback occur when it distracts attention away from these features
42
Give feedback before or after? KR-delay interval is between the end of one
practice attempt and the augmented feedback Post-KR internal is the interval between the
augmented feedback and the beginning of the next practice attempt
43
KR-Delay Post-Kr Delay
KR
T1 T2
Trial 1
Time Intervals
T = trial
44
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
45
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 processing But if one waits just a few seconds, task intrinsic
feedback processing is facilitated.
46
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 It hinders learning when the learner is engaged in error
estimation activities. E.g., I am going to show you want you did wrong? E.g., Show me what you did wrong!
It is of benefit if you under go some type of subjective performance strategy.
E.g., If you ask the learner to evaluate their performance by comparing two different strategies in performing or engaging
E.g.,Some type of activity that enhances task-intrinsic feedback such as watching their performance via a self-tape.
47
LENGTH OF POST- KR INTERVAL Very important interval because most believe
this is the period where we develop a plan of action
Learner uses this time to develop task intrinsic feedback to determine future 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
48
ACTIVITY DURING POST –KR INTERVAL
Again the engaging activity has similar results to that of KR-delay, that is, no effect, hinder, or benefits. Most common results is no affect Much of what goes on during this period is
cognitive so any type of attentional problem solving activity during this interval will hinder learning. E.g. I would give you checklist that points out
your mistakes and have you resolve your own problems.
49
PART V: HOW OFTEN SHOULD ONE GIVE AUGMENTED FEEDBACK?
Giving augmented feedback after every trail is not practical nor optimal for learning
Some type of relative or reduced frequency feedback schedule is appropriate
50
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 skills Optimal relative frequency of feedback is
specific to the skill learned
51
WHY GIVING AUGMENTED FEEDBACK LESS THAN 100% BENEFITS LEARNING? Related to attention-capacity overload 100% feedback leads to different type of learning
processes Guidance hypothesis (Winstein & Schmidt)
100% feedback guides the learner and they become dependent on augmented feedback
Relative frequency does not develop dependency
Summary Terminal feedback is the most common Concurrent feedback if attention gaining may
affect one’s performance KR should be delayed and not immediate. Once you give KR try to minimize problem solving
activities. Absolute feedback causes dependence where as
relative feedback results in better retention and transfer.
52
Part VI: Strategies in Giving Feedback
53
0
2
4
6
8
10
12
Faded Self-Select Summary
Abs
olut
e Er
ror
Feedback Conditions
Strategies in Giving Feedback
54
CONCEPT VI: TECHNIQUES THAT REDUCE AUGMENTED FEEDBACK FREQUENCY
Fading Technique Self-selected frequency Performance Based Bandwidths Summary Feedback
55
FADING TECHNIQUE Form 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 or not at all.
56
SELF-SELECTED FREQUENCY The practitioner gives the learner augmented feedback
only when they ask for it Self-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? It is usually after a good trial not bad Use it to confirm our self-evaluation of the trial
(Chiviakowsky & Wulf)
Lab Results Feedback %
Good Versus Bad
57
0%
5%
10%
15%
20%
25%
30%
Faded Self-select Summary
Perc
ent o
f FB
Conditions
0
10
20
30
40
50
60
70
Good Bad
58
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 frequently When the learner is within this band
Feedback is given sparingly. Provides a useful means to individualize the frequency
of augmented feedback
Continued
59
SUMMARY AUGMENTED FEEDBACK
Defined as listing performance related augmented feedback after a certain number of trials
What is the optimal number of performance trials to be included in summary feedback? No specific number of trials But 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)
Guidelines about Feedback The following slides summarize how we should
use the tool of feedback to guide the client or learner the the desired outcome.
60
61
GUIDELINE FOR GIVING AUGMENTED FEEDBACK
1. The person must be capable of using the information. - Beginners need “ballpark” info (qualitative) - Skilled needs more specific info(quantitative)
2. Error-based feedback in the beginning and then combine performance information of what is done correctly with error
continued
62
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 - Use checklists
4. Prescriptive KP is better for novice;descriptive KP is appropriate for advanced
Continued
63
GUIDELINES FOR GIVING AUGMENTED FEEDBACK
5. Videotape replays can be effective with beginners - Practitioners need to provide direction to help them detect
6. Computer generated displays is effective for advanced performers
7. Biofeedback needs to give performer’s info that can be use to alter their movements
64
GUIDELINES FOR GIVING AUGMENTED FEEDBACK 8. 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. Once given do not have them engaged in any cognitive problem solving.
65
GUIDELINES FOR GIVING AUGMENTED FEEDBACK
11. Provide a systematic schedule of frequency of feedback that starts with absolute then becomes faded
12. Summary feedback should be provided over trials. More trials for easy skill and less trial for more complex tasks.
13. Give the performer a choice in when they want feedback.
14. When using bandwidth feedback inform the learner of the strategy before giving it.
The End
66
