CHAPTER 14 THE EFFECTS OF AUGMENTED FEEDBACK ON SKILL LEARNING. Chapter 16 1

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1 CHAPTER 14 THE EFFECTS OF AUGMENTED FEEDBACK ON SKILL LEARNING Chapter 16 1

2 THIS CHAPTER S CONCEPT Augmented feedback provides information that can facilitate skill learning Chapter 16 2

3 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 Chapter 16 3

4 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 Chapter 16 4

5 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 Chapter 16 5

6 Short Quiz Having the client/student watch their movement in a mirror. You movement was to forceful, you need to putforth less 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. Chapter 16 6

7 ROLES OF AUGMENTED FEEDBACK Helps the learner achieve the goal more quickly 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) Chapter 16 7

8 HOW ESSENTIAL IS AUGMENTED FEEDBACK? Depends on the skill being learned and of the person learning the skill. Depends on the state of learning Chapter 16 8

9 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) Chapter 16 9

10 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 Chapter 16 10

11 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 Chapter 16 11

12 ANSWER 4: AUGMENTED FEEDBACK HINDERS SKILL LEARNING When the learner become dependent on feedback while learning a skill When the learner is given erroneous feedback When the learner is given concurrent feedback Chapter 16 12

13 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 Chapter 16 13

14 The Content of Feedback Errors versus Correct KR versus KP Qualitative versus Quantitative information Performance Bandwidths Erroneous Augmented Feedback Chapter 16 14

15 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 15

16 KNOWLEDGE OF RESULTS VERSUS KNOWLEDGE OF PERFORMANCE Do 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 answer But both forms of feedback are valuable in skill learning Chapter 16 16

17 KR & KP Issue KR Used to confirm their own assessments Needed when intrinsic is not present To motivate Promote active learning KP Skill requires a specific movement Complex, multi-limb movement Goal is kinematic,kinetic, or muscular KR is redundant with task intrinsic feedback Chapter 16 17

18 QUALITATIVE VERSUS QUANTITATIVE INFORMATION 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 Chapter 16 18

19 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 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 Chapter 16 19

20 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 effected If learner used the feedback, then this erroneous information 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 Chapter 16 20

21 DIFFERENT TYPES OF KNOWLEDGE OF PERFORMANCES Verbal Knowledge of performance Videotape as augmented feedback Movement kinematics as augmented feedback Biofeedback as augmented feedback Chapter 16 21

22 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 Chapter 16 22

23 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 beginning Descriptive once the skill is learned Chapter 16 23

24 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 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 Chapter 16 24

25 VIDEOTAPE AS AUGMENTED FEEDBACK Kernolde & Carlton throwing study demonstrated the importance of giving specific cues to look for while watching a videotape replays Videotaping or Verbal KP have similar effects Self 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 25

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 learning Beginner need to interpret it Skilled can use more complex kinematic info Chapter 16 26

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 therapy 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. Chapter 16 27

28 Summary About the Types of KP Biofeedback 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 people Verbal KP should be based on the most critical error made Error information early in learning facilitates skill improvement Early performer need ball park info; more specificity latter. Chapter 16 28

29 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? Chapter 16 29

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 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. Chapter 16 30

31 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 31

32 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 Chapter 16 32

33 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 Chapter 16 33

34 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 Chapter 16 34

35 T1 Time Intervals KR T2 KR-Delay Post-Kr Delay Trial 1 T = trial Chapter 16 35

36 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 36

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 processing But if one waits just a few seconds, task intrinsic feedback processing is facilitated. Chapter 16 37

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) Chapter 16 38

39 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 Chapter 16 39

40 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 Chapter 16 40

41 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 Chapter 16 41

42 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 Chapter 16 42

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 skills Optimal relative frequency of feedback is specific to the skill learned Chapter 16 43

44 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 Chapter 16 44

45 TECHNIQUES THAT REDUCE AUGMENTED FEEDBACK FREQUENCY Fading Technique Self-selected frequency Performance Based Bandwidths Summary Feedback Chapter 16 45

46 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 Chapter 16 46

47 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? If is usually after a good trial not bad Use it to confirm our self-evaluation of the trial (Chiviakowsky & Wulf) Chapter 16 47

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 frequently When the learner is within this band Feedback is given sparingly. Provides a useful means to individualize the frequency of augmented feedback Continued Chapter 16 48

49 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) Chapter 16 49

50 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 50

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 Chapter 16 51

52 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 52

53 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 selfevaluation of their performance then give feedback. Chapter 16 53

54 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. Chapter 16 54