Motor Learning and Control Concepts and Applications PDF

Because learning changes everything. ® Chapter 15 Augmented Feedback © McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.  Learning Objectives 1 Distinguish between task-intrinsic feedback and...

Because learning changes everything. ® Chapter 15 Augmented Feedback © McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.  Learning Objectives 1 Distinguish between task-intrinsic feedback and augmented feedback as they relate to performing a motor skill. Define KR and KP and give examples of each. Describe skill learning conditions in which augmented feedback would or would not influence learning. Compare and contrast quantitative and qualitative augmented feedback. Describe situations in which various types of augmented feedback, such as video replay, movement kinematics, and biofeedback, would be effective for facilitating skill learning. © McGraw Hill LLC 2  Learning Objectives 2 Identify situations in which concurrent augmented feedback would be beneficial or detrimental to skill learning. Describe two time intervals associated with the provision of terminal augmented feedback and how their lengths and the activity during each influence skill learning. Describe various ways to reduce a learner's dependency on augmented feedback to facilitate skill learning. © McGraw Hill LLC 3  Introduction Remember the time when you were practicing a new physical activity and tell: How successful you were in your first few attempts? While practicing, did you have questions you needed someone to answer to help you better understand what you were doing wrong and what you needed to do to improve? Despite being able to answer many questions on your own while you practiced, did you feel getting an answer from the instructor saved you time and energy? Note: An important role of the practitioner is to give augmented feedback to the learner to facilitate the skill acquisition process. © McGraw Hill LLC 4  Two Types of Performance-Related Information (Feedback) Task-intrinsic feedback. Sensory information that is naturally available when performing a skill. Augmented feedback. Performance-related information that is added to task- intrinsic feedback. Typically comes from an external source. © McGraw Hill LLC 5  Figure 15.1: Illustration of the Different Types of Feedback in the Feedback Family Access the text alternative for slide images. © McGraw Hill LLC 6  Types of Augmented Feedback Two categories. Knowledge of results (KR). Externally presented information about the outcome of an attempt to perform a skill. Allows to distinguish the specific influences of task-intrinsic and augmented feedback on skill learning. Knowledge of performance (KP). Gives information about the movement characteristics that led to a performance outcome. Can be given verbally as well as nonverbally. © McGraw Hill LLC 7  A Closer Look: An Example of Basing Verbal KP on a Skill Analysis 1 In an experiment by Weeks and Kordus (1998), twelve-year- old boys who had no previous experience in soccer practiced a soccer throw-in. The participants’ goal was to perform throw-ins as accurately as possible to a target on the floor. The distance to the target was 75 percent of each participant’s maximum throwing distance. They received verbal KP on one of eight aspects of technique, which the researchers referred to as “form.” Which aspect of form each participant received was based on the primary form problem identified for a throw-in. The researchers constructed a list of eight “form cues” on the basis of a skill analysis of the throw- in and used this list to give verbal KP. The eight form cues were these: © McGraw Hill LLC 8  A Closer Look: An Example of Basing Verbal KP on a Skill Analysis 2 The feet, hips, knees, and shoulders should be aimed at the target, feet shoulder width apart. The back should be arched at the beginning of the throw. The grip should look like a “W” with the thumbs together on the back of the ball. The ball should start behind the head at the beginning of the throw. The arms should go over the head during the throw and finish by being aimed at the target. There should be no spin on the ball during its flight. The ball should be released in front of the head. Feet should remain on the ground. © McGraw Hill LLC 9  Roles of Augmented Feedback in Skill Acquisition Two roles. Facilitates achievement of the action goal of the skill. Helps the person achieve the skill goal more quickly or more easily. Motivates the learner to continue striving toward a goal. Helps the performer decide to continue trying to achieve that goal, to change goals, or to stop performing the activity. © McGraw Hill LLC 10  How Essential Is Augmented Feedback for Skill Learning? It can be essential for skill acquisition. It may not be needed for skill acquisition. It can enhance skill acquisition. It can hinder skill learning. See textbook for types of situations related to each answer. © McGraw Hill LLC 11  Figure 15.2: Results of the Experiment by Wallace and Hagler (1979) Source: From Research Quarterly for Exercise and Sport, 50(2), 265–271. Access the text alternative for slide images. © McGraw Hill LLC 12  KP must be Meaningful to the Learner Brand X Pictures/Stockbyte/Getty Images © McGraw Hill LLC 13  Five Issues Related to Augmented Feedback Content Information about errors versus correct aspects of performance. KR versus KP. Qualitative versus quantitative information. Augmented feedback based on error size. Erroneous augmented feedback. © McGraw Hill LLC 14  Figure 15.3: Results of the Experiment by Buekers et al., (1992) Source: From Buekers, M. J., Magill, R. A., & Hall, K. G. (1992). The effect of erroneous knowledge of results on skill acquisition when augmented information is redundant. Quarterly Journal of Experimental Psychology, 44(A), 105–117. Access the text alternative for slide images. © McGraw Hill LLC 15  Types of KP 1 Verbal KP. The practitioner must: 1. Perform a skill analysis of the skill being practiced. 2. Decide the content of the statement to make to the learner. Descriptive KP: Describes the error the performer has made. Prescriptive KP: Along with the error, the corrective measure is also told. © McGraw Hill LLC 16  Types of KP 2 Manual guidance as augmented feedback. Video replay (see Figure 15.4). Movement kinetics and kinematics (see Figure 15.5). Biofeedback as augmented feedback. Provides information about physiological processes through the use of instrumentation. © McGraw Hill LLC 17  Figure 15.4: Results of the Experiment by Guadagnoli et al. (2002) Source: Data from figure 2 (p. 990) in Guadagnoli, M., Holcomb, W., and Davis, M. (2002). The efficacy of video feedback for learning the golf swing. Journal of Sports Sciences, 20, 615–622. Access the text alternative for slide images. © McGraw Hill LLC 18  Figure 15.5: Experiment by Lindahl (1945) Source: From Lindahl, L. G. (1945). Movement analysis as an industrial training method. Journal of Applied Psychology, 29, 420–436, American Psychological Association. Access the text alternative for slide images. © McGraw Hill LLC 19  Timing Issues Related to Augmented Feedback Three important questions: Should augmented feedback be given when the performer is performing or after the performance? How soon after the performance ends? Should it be given every time or only a few times during the practice session? © McGraw Hill LLC 20  Concurrent Augmented Feedback Augmented feedback provided while a person is performing a skill. Concurrent augmented feedback can: Have a negative effect on learning. Enhance skill learning. Subtle variations in the way concurrent feedback is provided can reduce the likelihood that learners will become dependent on the feedback. © McGraw Hill LLC 21  Figure 15.6: Example from the Vander Linden et al. Experiment (1993) Source: Vander Linden, D. W. et al. (1993). The effect of frequency of kinetic feedback on learning an isometric force production task in nondisabled subjects. Physical Therapy, 73, 79–87, American Physical Therapy Association. Access the text alternative for slide images. © McGraw Hill LLC 22  Terminal Augmented Feedback Provided after a person has completed the performance of a skill. Two intervals of time: KR-delay interval and post-KR interval. Both require a minimum length of time. Engaging in activity during these intervals can hinder, benefit, or have no effect on skill learning. © McGraw Hill LLC 23  Figure 15.7: Intervals of Time Related to KR During the Acquisition of a Skill Access the text alternative for slide images. © McGraw Hill LLC 24  Figure 15.8: Estimating Errors: Swinnen (1990) Source: From Swinnen, S. P. (1990). Interpolated activities during the knowledge of results delay and post-knowledge of results interval: Effects on performance and learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 692–705. Access the text alternative for slide images. © McGraw Hill LLC 25  Figure 15.9: Trials-delay of KR: Anderson et al. (1994) Source: From Research Quarterly for Exercise and Sport, 65(3), 286–290. Access the text alternative for slide images. © McGraw Hill LLC 26  Frequency of Presenting Augmented Feedback Traditional view. Augmented feedback should be given during or after every practice trial (100% frequency) because no learning occurred on trials without augmented feedback. Contemporary view. Recent research conclusions support reducing the frequency for giving augmented feedback. © McGraw Hill LLC 27  Figure 15.10: Winstein and Schmidt Experiment (1990) Source: From Winstein, C. J., & Schmidt, R. A. (1990). Reduced frequency of knowledge of results enhances motor skill learning. Journal of Experimental Psychology: Learning, Memory and Cognition, 16, 677–691. Access the text alternative for slide images. © McGraw Hill LLC 28  Theoretical Basis for Current View 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 is withdrawn. © McGraw Hill LLC 29  Techniques that Reduce Frequency of Augmented Feedback Providing augmented feedback might increase a learner's dependence: By subverting important cognitive or problem-solving activities. By interfering with the processing of task-intrinsic feedback. We turn now to 3 ways of providing augmented feedback that reduce the likelihood of developing a dependence on it: Performance-based bandwidths. Self-selected frequency. Summary and averaged augmented feedback (see Figure 5.11 on next slide). © McGraw Hill LLC 30  Figure 15.11: Results of the Experiment by Schmidt et al. (1989) Source: From Schmidt, R. A. et al. (1989). Summary knowledge of results for skill acquisition: Support for the guidance hypothesis. Journal of Experimental Psychology: Learning, Memory and Cognition. 15, 352–359. American Psychological Association. Access the text alternative for slide images. © McGraw Hill LLC 31  End of Main Content Because learning changes everything. ® www.mheducation.com © McGraw Hill LLC. All rights reserved. No reproduction or distribution without the prior written consent of McGraw Hill LLC.