1. AUGMENTED FEEDBACK ON SKILL LEARNING
CHAPTER 11
AUGMENTED FEEDBACK ON SKILL LEARNING
Augmented feedback provides information that can facilitate skill learning

2. INTRODUCTION
Giving augmented feedback is a significant role as a coach, athletic trainer, physical therapist, & teacher
Augmented feedback provides answers that save the learner’s time and energy in learning skills

3. 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

4. Types of Augmented Feedback
Knowledge of Results (KR)-
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 (KP)-
Information about movement characteristics that led to the performance outcome

5. Short Quiz Having the client/student watch their movement in a mirror.
Your movement was to forceful, you need to put forth 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.”

6. 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)

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

8. 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)

9. 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

10. 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

11. FEEDBACK HINDERS SKILL LEARNING
ANSWER 4: AUGMENTED
FEEDBACK HINDERS SKILL LEARNING
When the learner becomes dependent on feedback while learning a skill
When the learner is given erroneous feedback When the learner is given concurrent feedback

12. 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

13. The Content of Feedback
Errors versus Correct
KR versus KP
Qualitative versus Quantitative information
Performance Bandwidths
Erroneous Augmented Feedback

14. INFORMATION ABOUT ERRORS VERSUS CORRECT ASPECTS
Should one provide mistakes he or she made on 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.

15. 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

16. KR & KP Issue KR KP 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

17. 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

18. 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

19. 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

20. DIFFERENT TYPES OF KNOWLEDGE OF PERFORMANCES
Verbal Knowledge of performance
Videotape as augmented feedback
Movement kinematics as augmented feedback
Biofeedback as augmented feedback

21. 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

22. VERBAL KP STATEMENTS COMES IN TWO FORMS?
Descriptive and Prescriptive.
Descriptive simply describe the movement.
Prescriptive tells a person what to do to correct it!
Which form is best?
Prescriptive in beginning
Descriptive once the skill is learned

23. 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

24. 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 than those who saw the same skills performed by someone else.

25. 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

26. 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.

27. 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.

28. 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?

29. 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.

30. 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

31. CONCURRENT AUGMENTED FEEDBACK
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

32. CONCURRENT AUGMENTED FEEDBACK
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

33. 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

34. T1 T2
Time Intervals KR
Post-Kr Delay
KR-Delay
Trial 1
T = trial

35. INTERVALS AND SKILL LEARNING
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

36. 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.

37. 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)

38. 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

39. 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

40. 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

41. 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

42. 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

43. FEEDBACK LESS THAN 100% BENEFITS LEARNING?
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

44. TECHNIQUES THAT REDUCE AUGMENTED FEEDBACK FREQUENCY
Fading Technique
Self-selected frequency
Performance Based Bandwidths
Summary Feedback

45. FADING TECHNIQUE Example
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

46. 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)

47. 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

48. 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)

49. GUIDELINE FOR GIVING AUGMENTED FEEDBACK
The person must be capable of using the information.
Beginners need “ballpark” info
Skilled needs more specific info
Combine error-based feedback and performance information of what is done correctly
continued

50. GUIDELINES FOR GIVING AUGMENTED FEEDBACK
Verbal KP should be based on the most critical errors made during practice
Analysis of skill
Prioritize list of components of skill
Prescriptive KP is better for novice; descriptive KP is appropriate for advanced
Continued

51. GUIDELINES FOR GIVING AUGMENTED FEEDBACK
Videotape replays can be effective with beginners
- Practitioners provide direction to help them detect
Computer generated displays is effective for advanced performers
Biofeedback needs to give performer info they can use to alter movements

52. GUIDELINES FOR GIVING AUGMENTED FEEDBACK
Do not give feedback after every trial and develop a faded feedback schedule using bandwidth standards.
Wait a few seconds before giving feedback.
Have the student or client engage in self- evaluation of their performance then give feedback.

53. GUIDELINES FOR GIVING AUGMENTED FEEDBACK
Summary feedback should be provided over trials. More trials for easy skill and less trial for more complex tasks.
Give the performer a choice in when they want feedback.