Feedback
All sensory information available as a result of movement
Intrinsic (inherent) feedback
- From individual’s own sensory system due to movement itself
- Less available when sensory impairments are present
Extrinsic (augmented) feedback
- Supplements intrinsic feedback
- Concurrent: given during movement
- Terminal: given at end of task
Knowledge of results (KR)
Terminal feedback about outcome of movements in terms of goal
Knowledge of performance (KP)
Terminal feedback related to movement pattern used to achieve goal
KR frequency
Faded KR (50%): more KR early in practice, gradual reduction later in practice
Constant KR (100%): produces dependency on KR and is detrimental to learning
KR frequency
Summary KR: KR for each trial, given at end of block of trials
At end of acquisition period, performance best for constant KR, but performance on retention tests better for summary KR groups
Practice conditions: Massed vs distributed
Massed: practice time in a trial > rest between trials
Distributed: rest time between trials ≥ time of a trial
Shorter, more numerous practice sessions > fewer, longer sessions
Practice conditions: Constant vs variable
Constant: practice under single set of conditions
Variable: Practice under varying conditions
Variable practice allows better performance on novel variation of task
Practice conditions: Random vs blocked
Contextual interference occurs when multiple skills practiced within a single session
Random: practice different tasks in random order
- Better performance at retention
Blocked: practice different tasks in blocked order
- Better performance during acquisition
Practice conditions: Whole vs part
Task analysis: identifying components of a skill and ordering them into a sequence
Whole: practice entire task
Part: break task down into intermediate steps and master each step before learning entire task
Practice conditions: Guidance vs discovery
Guidance: learner is physically guided through the task
Discovery: trial and error
Unguided practice less effective fr acquisition of skill, but more effective for retention and transfer
Challenge point framework
For optimized motor learning
Framework for organizing learning environment by considering characteristics of learner, task, and learning environment (including conditions of practice and feedback)
Information available when learning a task viewed as challenge to performer
Optimal information leads to optimal learning
Optimal challenge point determined by:
- Learner (skill level)
- Task difficulty
- Environment (conditions of practice and feedback)
OPTIMAL theory of motor learning
Optimizing performance through intrinsic motivation and attention for learning
Emphasizes effects of motivation and attention on motor performance and learning
Motivation and attention improve motor performance and learning by enhanced coupling of goals to action
Motivation
- Autonomy: self-determination
- Self efficacy: individual’s belief in their ability to attain specific task outcomes
Attention
- External focus: concentration on effect of movement
Internal focus: concentration on movement itself
