CHAPTER 14
THE EFFECTS OF
AUGMENTED FEEDBACK
ON SKILL LEARNING
Chapter 16
THIS CHAPTERS CONCEPT
Augmented feedback provides
information that can facilitate skill
learning
Chapter 16
INTRODUCTION
Giving augmented feedback is a
significant role as a physical
therapist, teacher, coach & athletic
trainer
Augmented feedback provides
answers that save the learners
time and energy in learning skills
Chapter 16
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
Types of Augmented Feedback
Knowledge of ResultsExternally 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
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
ROLES OF AUGMENTED
FEEDBACK
Helps the learner achieve the goal more
quickly
Influences the persons perception of
his/her own ability in a skill (motivation)
Improves the chance that the performer
will repeat the performance
(reinforcement)
Chapter 16
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
ANSWER 1: AUGMENTED
FEEDBACK IS ESSENTIAL FOR
SKILL ACQUISITION
Situations where sensory information is not available
(cannot see the target)
When learners 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
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
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
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
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
Feedbacks effect depends on the skill and the
performer
Chapter 16
13
The Content of Feedback
Errors versus Correct
KR versus KP
Qualitative versus Quantitative information
Performance Bandwidths
Erroneous Augmented Feedback
Chapter 16
14
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
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
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
QUALITATIVE VERSUS
QUANTITATIVE INFORMATION
Should we provide feedback that is numerical in
value or feedback that identifies the quality of
performance?
In terms of Gentiles model:
Early
learner needs qualitative feedback;
Once learned quantitative feedback
Chapter 16
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
Chapter 16
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
Chapter 16
20
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
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
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
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
ones stage of learning
Beginners
need assistants to point out critical
information
Advanced player benefit form attention-directing
instructions such as verbal cues or checklists
Chapter 16
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 that those who saw the same
skills performed by someone else.
Chapter 16
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
Chapter 16
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.
Chapter 16
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.
Chapter 16
28
Timing of Feedback
Concurrent & Terminal Augmented Feedback
The KR-Delay & Post-KR Intervals
Should one give feedback during or after one
has performed?
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
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
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 Parkinsons patients who saw
their drawing on a computer screen improved
during practice but not in retention.
Continued
Chapter 16
31
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
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
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
T1
Time Intervals
T2
KR
Post-Kr
Delay
KR-Delay
Trial 1
T = trial
Chapter 16
35
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
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
ACTIVITY DURING THE KRDELAY 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
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
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
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
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
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
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
TECHNIQUES THAT REDUCE
AUGMENTED FEEDBACK
FREQUENCY
Fading Technique
Self-selected frequency
Performance Based Bandwidths
Summary Feedback
Chapter 16
45
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
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
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
When the learner is within this band
Feedback is given frequently
Feedback is given sparingly.
Provides a useful means to individualize the frequency
of augmented feedback
Continued
Chapter 16
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)
Chapter 16
49
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
Chapter 16
continued
50
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
Chapter 16
Continued
51
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
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
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
