Describe Schema Theory: Schmidt 1975
what are the 4 types of info that is stored after a movement is made?
*Schema theory also shows that we need feedback in order to learn
- Initial conditions (bodily position/object weight)
- GMP parameters
- Movement outcome in relation to KR
- Sensory consequences
Name some types of feedback
*Intrinsic – Information gained from vision, audition, proprioception
* Extrinsic – Augments (adds to) the intrinsic information
* Qualitative - Largely descriptive
* Quantitative - Numeric content
Describe the two properties of feedback
- Motivation
- Reinforcement
- Motivation:
○ Strong like to achievement
○ Greater enjoyment
○ Try harder
○ Practise longer- Reinforcement: encouraging performance that we want our participant to display
○ Positive - encourage behaviour
○ Negative - withheld
- Reinforcement: encouraging performance that we want our participant to display
Name some of the dimensions of augmented feedback
Explain what they each mean
- Knowledge of results(outcome info) / Knowledge of performance(specific parameter values)
- Immediate(directly following movement) / Delayed(several seconds following movement)
- Verbal / Non-verbal
- Averaged(given on a series of attempts that provides an average of all attempts) / Summary(given after a series of performance attempts on each attempt)
- Program(provides learner with error info about the main pattern of their movement) / Parameter(provides learner with error info about parameter values)
- Descriptive(describes errors the person made during performance) / Prescriptive(describes the errors a person makes during the performance and suggests something the learner can do to correct errors)
- Absolute(total feedback given for a series of performance attempts)/Relative(feedback in proportion to amount of performance attempts
What is meant by Knowledge of Results?
Outcome info
- This is often redundant(not redundant if participant establishes how they completed a movement)
BUT
- Simple learning tasks (e.g. lab task)
- Where intrinsic feedback insufficient (makes it difficult to learn)
- Difficult to learn without KR
What is meant by Knowledge of Performance?
process information e.g.: power, striking the ball, technique
- Provides information on how the movement is carried out
Examples:
- Video Feedback
- Kinematic & kinetic feedback
- Performance analysis
Describe some reasons why performance match analysis is useful
○ Rapid growth is computerised through PA packages like: Pro Zone, Sports Code
○ Expensive to set up
○ Information of tactical, technical and physical aspects of play pre/in/post event
○ Greater availability & acceptance
○ Tracking skill by skill we can log the changes and areas of improvement in their performance
In the Quantitative feedback example: Trampoline performance analysis (Rebecca Edgington)
What are some performance indicators that can be assessed?
What can be done to the routine from zones information?
- Whole routine time
- Individual skill time - air time during each skill
- Travel (how far they travel between skills)
- Difficulty
- Aerial aesthetics
Greatest decreases in jump height is between skill 3 and 4 –> generally higher jump height = better performance score
- Zones on the trampoline can be used to adapt their routine based on their score of moving through zones
What does the trampoline performance analyst summary allow?
- Compares performances
- Identify trends
- Establish goals
- Monitor progress
- Who is responsible to act on the performance information? – coach implements the changes based on the info provided by performance analysis
KR vs KP
Which do we use most?
Which is most effective?
- KP: what was in the movement and how we improve it
- KP: how do we improve & what needs to be done to improve
- 94% used feedback by PE teachers
When do we use qualitative vs quantitative?
- Early stages often qualitative is best (lab exp.) - trying to get the idea of the movement pattern.
– Once movement pattern achieved quantitative may be best
When is program vs parameter used?
What is an issue that can occur if a person becomes too dependent on feedback?
– Early stages, error info regarding the pattern (motor program feedback) - involves making changes in the temporal structure of a movement
– Later stages, error info regarding parameter values(e.g.: force, amplitude, speed) that are being selected to make the movement fit the environmental requirements
- pattern is already established so are they able to apply it to the specific situation
- Augmented feedback can hinder skill learning (remember lab example - dependency) - person may become dependent on feedback, therefore does not detect errors on their own.
–> individual needs to be able to detect their own errors, so we use faded feedback
Define:
Bandwidth
Summary & Average Feedback
which is most effective?
- Bandwidth - Only when errors exceed specified tolerances
- Summary feedback is most effective for performance long-term, average for practise performance
Summary = feedback on each stage (information on each of the attempts in the series)
Average = overall feedback on performance (average of the series of practise attempts)
Define
Absolute & Relative Frequency
Faded Feedback
- Absolute = total amount of feedback you receive for a series of performance attempts
- Relative = proportion of performance attempts to feedback given (absolute feedback freq./number of performance attempts * 100)
- Faded feedback - Extrinsic feedback that is given at high freq. in initial attempts, then reduces during later learning
What are some factors that need to be considered when choosing detailed or summarised feedback?
- Consistency of movement pattern
- Experienced rowers
- Detailed vs Summary vs No Feedback
~ Performance was better with elite rowers when they provided detailed feedback –> as they understand it so can utilise it
~ Novices = detailed feedback was too much for them to process, don’t know what to do with it
