Chapter 11 Correcting Errors
Types of Feedback
Functions of Augmented Feedback Error correction Motivation Reinforcement
Sources of Feedback Auditory sources Biofeedback Visual displays Equipment and drills
Your Perspective What is your favorite method for receiving evaluations and feedback? What is your least favorite method? How do you typically give feedback and evaluation to others?
Visual Displays Video replay: Video feedback learning stages: Video can capture performance attempts and store them for repeated viewing Learners need to understand what to look for and how to interpret it Video feedback learning stages: Shock Error detection Error correction Independence
Stick-Figure Sequence and Corresponding Graph
Content of Augmented Feedback Error vs. correct feedback Descriptive vs. prescriptive feedback Degree of precision in feedback
“Sandwich” Approach to Providing Feedback Correction information is sandwiched between reinforcement and motivation: Information to reinforce correct performance Information to facilitate error correction Encouragement to motivate the learner to incorporate recommendations
Descriptive vs. Prescriptive Feedback Practitioner simply describes the nature of the error. Prescriptive: Practitioner offers a suggestion of how to correct the error. Which type to use depends on the skill level of the learner.
Your Perspective When you are receiving feedback on something you are learning, which do you prefer: To simply be told what you are doing wrong? To have a suggestion of how to correct it? Do you like to receive motivation and reinforcement at the same time you are getting concrete feedback? Why or why not?
Precision of Feedback During the early stages of learning: Feedback can be quite general and still be effective Later in the learning process, when skills are being refined: More precise information is useful, provided that the learner understands it
Frequency of Feedback Guidance Hypothesis Feedback can guide a learner in correcting errors. Provision of too much feedback can have a harmful effect, however.
Frequency of Feedback Strategies to Reduce Feedback Frequency Faded feedback Bandwidth feedback Summary feedback Average feedback Learner-regulated feedback
Temporal Model of Augmented Feedback Presentation
Feedback-Delay Interval When feedback is provided too soon, learners are prevented from evaluating their own movement-produced feedback, hampering their development of error detection and correction mechanisms. Practitioners can help learners by asking questions to provoke reflective thinking: “How do you think you did that time? How was your follow-through?”
Post-Feedback Interval Learners synthesize the information they received—internally and externally—and formulate a new movement plan. Practitioners: Encourage active processing for movement modification and check for understanding Observe the degree to which the feedback has proved helpful by modifying the subsequent response