Augmented feedback theory

Definition

Augmented feedback theory refers to the use of external information provided to learners about their performance to enhance motor skill acquisition. This feedback can come in various forms, including knowledge of results (KR) and knowledge of performance (KP), and is crucial for guiding improvements and facilitating learning in motor tasks. The timing and frequency of this feedback significantly influence the effectiveness of skill acquisition.

5 Must Know Facts For Your Next Test

1. Augmented feedback can significantly enhance the learning process by providing specific cues that help learners correct errors in their performance.
2. The effectiveness of augmented feedback is influenced by factors like the learner's stage of skill development and the complexity of the task.
3. Feedback can be categorized as immediate or delayed; immediate feedback is given right after the movement, while delayed feedback is provided after a short interval.
4. Providing too much augmented feedback can lead to dependency, where learners rely on external cues rather than developing internal error detection mechanisms.
5. Research shows that using faded feedback schedules, where initial high-frequency feedback is gradually reduced, can optimize skill retention.

Review Questions

• How does augmented feedback theory improve motor skill acquisition compared to intrinsic feedback?
  • Augmented feedback theory enhances motor skill acquisition by offering external information that may not be available through intrinsic feedback alone. While intrinsic feedback arises from one's own sensory systems during performance, augmented feedback can provide more precise and actionable insights, such as specific errors or outcomes. This additional layer of information helps learners identify areas for improvement, ultimately leading to faster skill development and mastery.
• Discuss the impact of feedback schedules within augmented feedback theory on skill acquisition and retention.
  • Feedback schedules play a critical role in augmented feedback theory by determining how often and when feedback is provided during practice. A well-designed schedule can enhance skill acquisition by reinforcing positive behaviors while guiding learners to correct mistakes. Research suggests that using variable schedules, where the frequency of feedback is adjusted over time, leads to better retention because learners become more adept at self-assessment and error correction without relying excessively on external cues.
• Evaluate the implications of providing excessive augmented feedback based on augmented feedback theory in motor learning contexts.
  • Providing excessive augmented feedback can hinder motor learning by creating a dependency on external guidance rather than fostering independent problem-solving skills. When learners receive too much information, they may struggle to develop their own error detection abilities and confidence in their performance. This over-reliance on external cues can lead to diminished learning outcomes and reduced ability to apply skills in varied contexts, emphasizing the need for balanced and strategic use of augmented feedback.

Related terms

Knowledge of Results (KR): A type of augmented feedback that provides information about the outcome of a movement, such as whether a goal was achieved.

Knowledge of Performance (KP):

A form of augmented feedback that focuses on the quality or technique of the movement, offering insight into how the task was performed.

Feedback Schedule: The plan for when and how often augmented feedback is provided to learners, which can affect their learning and retention of motor skills.