Correcting Errors - Motor Learning - Lecture Slides, Slides of Physical Education and Motor Learning

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Correcting Errors

Types of Feedback

Intrinsic Feedback

• When a patient lifts a cup of coffee to mouth, he
  • Hears the cup leaving the saucer
  • Feels the weight of the cup
  • Sees the coffee ripple
  • Feels the warmth against lips and tongue
• When a racquetball player hits a shot, she
  • Feels the contact between the racket and ball
  • Sees the ball traveling toward the front wall
  • Hears a ricochet off the side wall

Categories of Augmented Feedback

• Knowledge of results—externally presented information about outcome of performing a skill or about achieving goal of the performance (KR) - You buttoned that button in less than five seconds - You missed the shot; You have a wrinkle in the tape
• Knowledge of performance—information about movement characteristics that led to the performance outcome (KP) - Looks at the quality of movement: You didn’t lift your knees high enough; Your follow through to the basket had a high goose neck; You had a flat paddle when you struck the balloon.

KP Feedback

• More applicable to real-world situations
• Does not usually indicate anything about the product or goal achievement of the performance
• What information (KP) might a learner need from an instructor in the following situations? - Playing shuffleboard - Doing a dive from a diving board - Doing squats - Walking on a treadmill

Importance of Augmented Feedback: KP

• Enhances the task-intrinsic feedback the person can detect
• Adds information that the person cannot detect using his/her sensory system - Amount of teacher feedback given to students significantly correlates to appropriate practice in which students are engaged

Sources of Feedback

• Auditory
• Visual displays
• Video replay
• Biofeedback

Error vs. Correct Feedback

• If the goal is to facilitate skill acquisition, provide error-based information
• If the goal is to confirm progress and/or encourage continued persistence, highlight the correct features of the performance attempt
• Combination of both would be optimal

Descriptive vs. Prescriptive

• Descriptive feedback describes the nature of the performance error made
• Prescriptive feedback offers a suggestion as to how to correct the problem identified
• Provision of both descriptive and prescriptive information can assist learners in formulating associations between errors and their corrections

• Descriptive and Prescriptive
  • Descriptive simply describes the movement: “You let go of the ball too soon.” - More useful for more experienced learners
  • Prescriptive tells a person what to do to correct it: “You need to toss the ball above the height of your extended arm” - More useful for beginners or inexperienced learners

Biofeedback As Augmented Feedback

• Use of task-intrinsic feedback related to physiological processes (heart rate, muscle activity)
• HR monitors, pedometers that set a pace based on target speed might be considered tools for biofeedback
• Because feedback is concurrent, dependency on feedback may occur

Precision

• Have to consider skill level of learner
  • Initial stages of learning: level of precision can be quite general and still be effective
  • Skill refinement: use more precise information provided learner understands its meaning (more prescriptive in nature)

Discussion

• An expert is teaching a beginner how to kayak and after several practice sessions, it is apparent that the learner is not responding as enthusiastically to the feedback as previously. What are some reasons this learner may be less motivated by the expert’s feedback?

Frequency

• Guidance hypothesis
  • 100% feedback guides the learner, who becomes dependent on augmented feedback
  • Reduced frequency does not create dependency
    • How often should information be given?