Lecture 12

Question 1

considerations in off task practice

Answer 1

• motivation for learning
• instruction & demonstration
• mental practice and imagery

Question 2

goal setting

Answer 2

SMART goals: specific, realistic is key

Question 3

augmented feedback

Answer 3

external source, can be motivating and demotivating

Question 4

self-regulation of practice

Answer 4

control of the components of practice

Question 5

motivation requires

Answer 5

goal setting, self-regulation of practice, and augmented feedback

Question 6

instructions

Answer 6

• provide clarity of what is going to done in the task (can be confusing)
• most effective with demonstration
• direct attentional focus: most effective= external focus of attention
• demonstration/modelling-photos, video, live demonstration

Question 7

how often should we practice?

Answer 7

-2/H once a day did best

Question 8

concerning the rest work/rest balance ratio

Answer 8

1. massed practice- very brief rest periods between trials; less than the length of the trial
2. distributed practice- rest= length of the trial

Question 9

discrete vs continuous

Answer 9

1. Discrete (lower fatigue)- amount of rest given has minimal effect as the task itself is very brief
2. Continuous (higher fatigue)- longer rest periods lead to enhanced performance
   - pursuit rotor task: 60 sec of rest is most effective

Question 10

constant vs variable practice

Answer 10

constant vs variable practice

1. Constant: practicing a skill only one way
   - good initial (acquisition phase) results
   - not well generalized to “real life” (retention)
2. Variable: practice a skill in variety of ways
   - initial results unremarkable (acquisition)
   - typically very generalizable to “real life” (retention)

Question 11

blocked vs random practice

Answer 11

1. Blocked
   - a stepwise process
   - allows time to refine each step
2. Random
   - rotating between multiple tasks throughout a practice session
   - no back to back repetition or consecutive attempts
   - a lot more a real life setting or game style setting

Question 12

which is better for practice, blocked or random?

Answer 12

-random
why?
-actively engages the learner
-increases meaningful and distinguishable memories of each task
-challenges short term memory; making solutions more salient in the long term (memory)

Question 13

limitations

Answer 13

• Guaganoli and Lee: proposed that random practice is least effective when task difficultly is at a level that is too high for the performer
• blocked-random; the extreme versions of practice
• hybrid schedules: bring those two together: moderate levels of random practice, incorporating short spirts of blocked is more effective: challenging the performer but not too hard or too easy

Question 14

augmented feedback

Answer 14

• how we organize our feedback (in practice)
• in this case: motor control: feedback relates to human performance
• more general in nature- regarding movement and movement outcomes (not just error)
• refer to diagram

Question 15

two forms of augmented feedback

Answer 15

KR (knowledge of results)- success of the action

KP (knowledge of performance)- kinematics of the movement pattern or the movement itself; not specific to the outcome

Question 16

what does augmented feedback do?

Answer 16

• produces motivation
• provides information about errors
• directs the learners attention toward the movement or the movement goal
• can create dependency- coach isn’t in your ear telling you in performance

Question 17

motivation

Answer 17

• learners are more likely to try harder, practice more
• can help performers to stay on task and bring more effort to the task
• motivation effect is indirect
• (direct effect) performance is enhanced when KR is provided during performance

Question 18

information and focus

Answer 18

1. information- patterns of action
   - provides specific parameters for improvement for performance
   * most beneficial factor
2. Focus our attention
   - KR and KP can provide conflicting focus

Question 19

dependency factor

Answer 19

-guidance hypothesis- the learners dependency on feedback

Question 20

how much feedback should we give?

Answer 20

1. precision of feedback
2. relative frequency of feedback: want to keep low
3. faded feedback: beginner stage needs info and feedback and then decrease
4. bandwidth feedback: only when what they’re doing falls out of a certain parameter
5. summary feedback: let them go try the skill on their own and then give them a summary of feedback

Question 21

is the timing of feedback important?

Answer 21

1. Concurrent feedback
2. Delayed feedback
3. Learner-determined feedback schedule

Question 22

Concurrent feedback

Answer 22

• verbal, visual, auditory
• poor retention over time
  a) physical guidance-haptic/kinesthetic info: touching body to help them with positioning
• guidance of a device or a person
• poor retention over time

Question 23

delayed feedback

Answer 23

“feedback interval” no activity in the feedback interval; feedback is still beneficial

a) instantaneous feedback- similar results to concurrent feedback, similar to concurrent
- when there is a delay where there is other activity going on performance tends to degrade (retention)

Question 24

learner-determined feedback schedule

Answer 24

• schedule in which the provision of feedback is determined by the learner
• learners likely need (or request) feedback far less frequency than instructors tend to provide it
• there may be important motivational component driving the request for feedback

Question 25

alternative to delayed feedback

Answer 25

a) trail- delay of feedback
- filling the gap with another trail before giving feedback is more effective than presenting feedback immediately
- increases our awareness of the inherent feedback available-making augmented feedback more valuable