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