Feedback Flashcards

Question

Define the term feedback and briefly describe 3 functions of feedback?

Answer 1

- feedback is any kind of information received by a learner as a result of a particular response or act - this information would be available during and after the movement had been completed - and would be brought into the system both during the course of the movement and after the movement had been completed Functions of feedback are: - motivational: success or failure, clear goals, inspires the performer to continue striving for perfection - reinforcing: increases the chance of the performer repeating the performance - informational: the outcome of the performance, is it correct or incorrect?

Answer 2

- feedback involves using information that is available to the performer during and after the execution of a skill - during the associative stage of learning, the learner has an overall picture of what is required of the skill, but still makes mistakes - intrinsic feedback involves the learner associating the ‘feel’ of the activity, via kinaesthesis, with the end result. - and combined with extrinsic feedback through visual and auditory systems (from an external sources and results, play a significant role as the performer makes progress - during the autonomous phase of learning, movements are well integrated as athlete is able to perform without conscious effort - the skilled athlete provides their own intrinsic feedback as he or she is able to judge and assess performances and make corrections by him or herself - the coach works in partnership with the athlete in the refining of technique

Answer 3

- intrinsic feedback is information received by the athlete as a direct result of producing a movement through the kinaesthetic senses such as feelings from muscles, joints and balance - extrinsic feedback is from an external source to the performer that can affect performance - and either motivate or demotivate the performer depending on the quality of the feedback - it consists of knowledge of performance and knowledge of results

Answer 4

- helps with motivation and increases self-confidence - helps with detecting and correcting errors - reinforces correct actions or skills, so that the performer knows what to do - strengthens the S-R bond in the learning situation, so that the correct movement is perceived by the sportsperson to be the correct thing to do - reduces or prevents bad habits - helps reduce likelihood of inhibition (drive reduction theory)

Answer 5

A01:There are several different types of feedback that can be used to improve performance they are: - intrinsic feedback - extrinsic feedback - terminal feedback - concurrent feedback - positive feedback - negative feedback - knowledge of performance - knowledge of result Most types of feedback can and are delivered by the coach.intrinsic feedback is not. This type of feedback describes the way in which information is received by the performer about a performance (also known as knowledge of performance). It is available as a natural consequence of performing of performing an action and is in formation received via proprioceptors (kinaesthetic information). It is what the performer subjectively feels about their performance. A02: For example: what are the performers thoughts and feelings (Knowledge of performance) about their performance or training? The remaining types of feedback can all be given by the coach A01: Extrinsic feedback is received from external sources through vision and sound A02: For example, a coach explaining to a javelin thrower how to correct his grip A02: For it to be successful it needs to be immediate, precise, and accurate A01: Knowledge of results provides the performer about the outcome of the performance A02: An example in tennis would be : tennis serve- checking how quick it was A03: If used correctly, it can motivate the performer. The coach would clearly indicate what was good about the performance. This could be a form of positive feedback A01: Positive feedback focuses on what the performer did well and suggests how further improvements could be made A02: An example in tennis would be: coach praising performer when they do a good serve A03: Positive feedback will strength the stimulus-response bond (S-R) bond and will therefore reinforce learning. Positive feedback is particularly beneficial for learners at the cognitive and associative stages of learning and so should be used frequently to reinforce learning. Once the performer has refined the skill i.e. autonomous stages of learning, less feedback is needed. However, some elite athletes become dependant on feedback. A01: Negative feedback is feedback received after unsuccessful performance. Can be internal or external A02: An example in tennis would be: crowd starts booing A03: Giving negative feedback to someone is not always useful as it fails to explain how improvements can take place. However, it can be beneficial to elite performers when analysing faults, in addition to providing a motivating influence to improve performance. Negative feedback should be used sparingly as it could suppress performance. For example, a coach who repeatedly feeds back information about faults, and gives very little help about how to correct them A01: Concurrent feedback is received during the performance A02: For example, a coach tells a runner when they are halfway through a match that they are 10 minutes ahead of their personal best performance A03: it is particularly beneficial for continuous skill as it allows quick corrections to occur In some sporting events, such as in grand slam tennis tournaments coaches are not allowed to give concurrent feedback to their players. When feedback is withdrawn or cannot be given their performance may deteriorate A01: Terminal feedback occurs after the performance either immediately or a while after A02: An example of this is coach summary of tennis players performance A03: Immediate terminal feedback allows the situation to be addresses while it is fresh in the mind of the performer. For example, a coach evaluates the performance of a netball team at the end of the game. Delayed feedback gives the performer a chance to assess their performance. Therefore, it is important that the coach gives good quality, reliable feedback to ensure that learning is positive In summary, a combination of feedback and practice account for most of the improvements in skill performances - feedback, about movements errors, is one of the most important aspects of the learning environment - without it, performers and elite athletes would have little understanding of how to correct their errors - feedback is not the only factor that accounts for improvements in performance, which is also dependant on other variables - the most important learning variable is practice itself - both the amount and quality of practice are important for effective learning

Answer 6

Type of feedback: concurrent feedback Feedback can benefit the performer by: - feedback provided instantly through use of hr monitor - at end of race the coach and athlete can review split times and critical threshold points in race - gives detailed accurate performance E.g. marathon - a coach sets a prescribed running pace for a marathon race. During the race, the athlete is guided by a series of bleeps that informs the athlete of the prescribed pace against actual pace A03: technologies aid more detailed analysis of effective optimal intensity e.g. fitness training working at correct intensity - provides biofeedback that supports internal awareness of effort, position, balance etc Impact on performance: enhances self-correction and body awareness

Answer 7

- Can calculate training intensities, calorie burn, distance run, splits and data storage - provides concurrent, terminal feedback and knowledge of results Benefits - helps develop future tactics - helps compare results - feedback gives coach a chance to assess their athletes performance and plan future training programmes - later on this data can be downloaded to data storage facilities to compare results such as plotting performance graphs over time A03: Use of technology to enhance learning process and aid psychological performance- increases confidence and motivation resulting from performance analysis - provides data on outcomes: time, distance, accuracy - impact on performance: > tracks progress > set goals > motivates improvement

Answer 8

- provides both visual and auditory cues - provides external, concurrent, terminal, knowledge of results, knowledge of performance Extrinsic: to an athlete during continuous aerobic performance and between rounds in field events. Athletes are able to access their coaches during field events and receive appropriate feedback in preparation for their next throw or jump Concurrent feedback: derived from video analysis, could make all the difference between winning and losing an event, when the coach provides the athlete with a simple technical skill prior to the next jump or throw - digital software (Dartfish/hudl), highlight technical aspects of performance using a variety of tools such as split screens, and comparison of performance against technical role models Terminal- over time coach can access if technical improvements have been made A03: technologies enable access to classification and dissection of skill - it breaks down technique in slow motion to analyse movement pattern Impact on performance: > allows detailed error correction and technical correction

Answer 9

- practical example: since the runner is the only person, who can trigger the timer on electronic timing gates and stop it, there is practically no room for error. Data can be used between sprints and at the end of a training session. Once more providing information (knowledge of results) to both the athlete and coach in the form of concurrent and terminal feedback

Answer 10

- notational analysis systems, also known as tally chart feedback, provide statistical or graphical format that highlight categories of strengths and weaknesses of a performance - this in depth analysis provides quantitative data, such as the number of unforced errors and total points won in a tennis match - this type of match feedback provides significant athlete and coach feedback in terms of technical, mental and physical aspects of the game - terminal feedback

Answer 11

- digital software systems are very expensive and so may be limited to athletes and coaches who are financially well supported Negative feedback: from the coach (derived from such technologies), should be used sparingly as it could suppress the athletes performance Positive feedback: from the coach (derived from such technologies), will reinforce learning or performance of skill

Answer 12

- Use of technology in the media to aid supporters understanding? Red button/ club apps/ social media/ game analysis post-match reviews/ player data (pass completion) etc - use of technology to identify and control increasing arousal levels to ensure optimal levels of performance - use of technology to increase understanding of officials decisions in the correct/ incorrect performance of a skill therefore reduce deviance: VAR/ referees microphones/ play back and Dermot Gallagher explaining VAR decisions post game

Answer 13

- provides terminal feedback - used after performance to reflect, review, and plan improvements - impact on performance:encourages long-term performance development

Answer 14

- increased accuracy and objectivity in assessing performance - enhanced motivation through measurable progress - more efficient learning through visual and data-driven feedback - immediate feedback loops improve correction speed - support for independent learning via apps and wearable tech

Answer 15

- a control system where no feedback is used during the performance - the movement is pre-planned and carried out without correction during execution - no conscious thought is involved in the execution of the skill as the decisions have already been made in the brain - all information is sent in one message to the working muscles - skill cannot be altered during execution - this usually used to explain control for fast movements when there is little or no time to react - applies to skills that are simple, well learned and have autonomous control - usually closed and self paced skills - e.g. golf swing, throwing a dart

Answer 16

Model components: Input: information from the environment (e.g. opponents position) Executive system: brain processes the info and selects a motor programme Effector system: muscles receive instructions and perform the movement Output: movement is completed without adjustments - no feedback during movement

Answer 17

> fast > pre-learned > no time for feedback > not adaptable during execution

Answer 18

- tennis serve - javelin throw - golf swing - sprint start

Answer 19

- closed skills - discrete movements - well-learned/automated actions - high speed skills

Answer 20

- not visual- its internal and automatic allowing quick corrections without conscious thought or sight - a control system where fast, automatic adjustments to movement are made using proprioceptive (internal) feedback from within the body, such as kinaesthetic awareness, without conscious thought - fast- used in rapid adjustments - mostly subconscious (automatic adjustments) - suitable for well learned or continuous skills - helps with minor corrections during performance - e.g., adjusting arm position in a golf swing (without visual input) - feedback loop is short - control is via muscles rather than the brain - skill can be altered by performer during execution as a result of feedback as decisions are made in the brain during performance - applies to ongoing movements

Answer 21

- associative/autonomous stage - skill is continuous - movement is well-practiced and largely subconscious - performer is making automatic, rapid adjustments during a skill

Answer 22

- fast, subconscious feedback loop - use kinaesthetic/internal sense - corrections made during the skill (but without visual info) - often used in well practiced, continuous movements

Answer 23

Input: > information from the environment (e.g. starting signal, opponents movement) > sent to the perceptual mechanism Executive system: > brain processes input and selects an appropriate motor programme > sends instructions to muscles (effectors) Effector system: > muscles and limbs carry out the movement Output: > the movement or skill is performed Feedback (proprioceptive) > internal feedback from muscles, joints, tendons > kinaesthetic awareness allows the performer to detect errors in movement (e.g. balance, force, limb position) > adjustments are made automatically and quickly without conscious thought

Answer 24

- a control system where conscious, voluntary adjustments to movement are made using external (mainly visual) feedback, allowing the performer to correct actions during performance - involves feedback from the brain - has a longer feedback loop as the feedback is external rather than internal - the performer has to pay conscious attention to feedback - external factors such as the coach, co actors, opponents etc can cause the skill to be altered during execution as the information sent by the brain can be changed - control is via the brain - applies to ongoing movements and is useful for novice performers - examples could be passing a ball in netball, playing a shot in tennis

Answer 25

- uses external feedback (especially visual or auditory) - involves conscious processing - slower than level 2 because it requires decision-making - allows for major adjustments during performance - useful in complex, open, and continuous skills

Answer 26

- footballer sees a defender approach and consciously decides to change direction

Answer 27

- utilised in sport skills that require conscious, voluntary adjustments during performance primarily using visual feedback - system is beneficial for skills performed in dynamic, unpredictable environments where the performer must adapt to changing conditions - open skills: skills performed in unpredictable environments, such as team sports where the performer must react to opponents and changing conditions - continuous skills: skills without a distinct beginning or end like swimming or running where ongoing adjustments are necessary based on visual cues - complex skills: movements that involve multiple subroutines and require conscious thought such as executing a complex gymnastics routine or a tactical play in football

Answer 28

Input: > the desired movement or outcome > comes from the perceptual system, often based on what’s seen or sensed in the environment > e.g. a netball player wants to pass accurately to a teammate Executive system: > the decision making and processing system Includes: > perceptual mechanism- interprets input (e.g., where the teammate is) > decision making mechanism- chooses an appropriate response (e.g., chest pass or bounce pass). > effector mechanism- organise the motor program to carry out the action - this stage reflects and initiates the movement based on input and prior experience Effector system: > involves the muscles and motor system > carries out the motor program and sent from the brain > e.g., muscles in the arms and shoulders contract to perform the pass Output: > the actual movement performed > this is the visible action- e.g., the pass is made Feedback: > intrinsic (internal)- from proprioceptors (muscle/joint feedback) > extrinsic (external)- from vision, coach’s comments, etc > feedback is used during the movement (if time allows) and after, to adjust or improve next time > e.g., the player sees the ball going off - target and adjusts arm position mid-pass or changes technique next time

Answer 29

- explains how different skills are controlled by the brain once the executive motor programme required has been selected by the brain, it has to be monitored and adapted if needed - this is done through 3 levels of control: 1. Level 1- open loop (no feedback/ don’t learn) 2. Level 2- closed loop (muscle memory) 3. Level 3- closed loop (brain memory)

Answer 30

- it is level 1 control that does not use feedback

Answer 31

- ballistic skills - when there is only a short period of time to execute the skill E.g., in a slip catch, cricket player will have only fractions of a second to choose a motor programme and execute it

Answer 32

- feedback is available but there is no time to act on it - means that the wrong motor programme is selected leading to amusing results

Answer 33

- gives information about errors or correct movements - its used to correct errors or reinforce correct movement

Answer 34

- feedback is provided - in level 2 there is feedback from muscle memory and in level 3 feedback is from the brain

Answer 35

- handstands, headstands, netball shot e.g. (simple skills) E.g., gymnast performs a handstand and lose balance, the proprioceptors detect changes in balance as a result of processing the info so brain will trigger muscular contractions to maintain the headstand

Answer 36

- during performance so adjustments can be made - may hinder concentration

Answer 37

Open loop is simple and works on the input while closed loop is complex and works on the input while closed loop is complex and works on the output and modifies it (either via muscle of or the brain)

Answer 38

- open loop model includes input, executive system, effector system and output - pre-planned/ well leant movement/without conscious control/ stored as memory trace - movement cannot be changed during the performance/ once initiated no modification/ decisions are made in the brain before performing the skill - no feedback during movement/ only after movement/ doesn’t control the action

Answer 39

Concerns movement and the role of feedback Open loop- a control system with a pre-programmed set of instructions to an effector which has no feedback or error detection process - model comprised of input, executive system, effector system and output - movements made with no compensatory adjustments during performance e.g. golf swing Closed loop- gives feedback during movement via the senses/ proprioceptors - deviations from the norm/ motor programme are detected and corrections made during performance - model comprised of input, executive system, effector system, feedback and output e.g. tennis serve- ball toss Complex, skilled movements have a mixture of both system

Answer 40

Extrinsic/ intrinsic feedback- helps player/ performer build understanding of how to perform Concurrent feedback- used for team/ technical analysis during a performance e.g. half time/ time outs/ breaks in play Knowledge of results/ performance feedback- used to accelerate performance/ used to motivate

Answer 41

Examples of relevant technology: - wind tunnels - power metres - heart rate monitors - force plates - dartfish - GPS - smart phone apps > feedback can be provided instantly through the use of smart phones, video cameras, delayed playback > technologies aid a more detailed analysis of effective bio mechanical positions, aerodynamic positions and optimal intensity > technologies used to analyse current and progressive performance of performer against a perfect model > technologies to allow technique modification through their application > technologies enable greater access to classification and dissection of skill > use of technology to enhance learning process and aid psychological performance: increased confidence and motivation resulting from performance analysis - use of technology in the media to aid supporter understanding > use of technology to identify and control increasing arousal levels to ensure optimal levels for performance - use of technology to increase understanding of officials decisions in the correct/ incorrect performance of a skill ad therefore reduce deviance

Answer 42

- info from proprioception or intrinsic feedback gives kinestatic feedback

Answer 43

- for closed loop 2, little conscious effort must be paid using closed loop control via muscle - for closed loop 3 more conscious effort must be paid for brain

Answer 44

- what is a well learnt sub routine? There isolated for specific practice before they are gradually linked to finally combine whole skill - how well would the skills have to be learnt for it to be in the autonomous stage? There is high levels and accuracy and less conscious attention to performance of skill as it becomes habitual - how much intervention would be required by the coach at this stage of learning? Very little because performers detect their own errors with kinesthesis as their movement is automatic - how much feedback would be required at this stage of learning and why? Less reliant on feedback as performers are aware if they make mistakes as they have had much time and practice - what type of feedback would be needed though at the end with regards of results? Knowledge of performance because its internal and involves receiving information about the movement pattern rather than outcome - open loop control and the motor command to perform the skill produces the movement with very little feedback during the movement itself - what do memory traces do? When memories are physically stored in the brain - what does the perceptual trace do? Acts as a record of the movement made over many practices - how is kinaesthetic feedback used? It allows us to sense the position and movement of our limbs and trunk and helps us gain instant feedback on how a movement felt

Feedback Flashcards

(68 cards)