5.2.14

Outline the role of feedback with the learning process.

•       Know the difference between:

–      Knowledge of results (KR) vs. Knowledge of Performance (KP)

–      Most obvious form of KR is visual (self recognized or w/assistance)

•       The most obvious form of KP is the “feel” of the movement (i.e recognition of the sensory consequences)

–      It can be concurrent

Or

–      Terminal feedback via a coach or video review

**Feedback can also be positive or negative

Reinforcement of learning:

Motivation: we all like praise from those we perceive as being important. Failure of coaches giving praise can result in loss of self-confidence in the players. Too much praise can have a negative effect in that the words end up meaning nothing or they learner will begin not to perceive them at all.

Adaptation of Performance: prescriptive feedback (performer need to be told what to do in order to improve performance)

Punishment:

5.2.13

Outline the role of feedback in information processing models.

Feedback – in this context it describes information resulting from an action or response

(i)    Intrinsic/Extrinsic

a.    Intrinsic feedback – available to a performer/athlete w/o outside help

b.    Extrinsic feedback – is provided by someone (coach/teacher) or something else (stopwatch, game clock, tape measure)

(ii) Knowledge of results/Knowledge of performance

a.    KR- is post response information concerning the outcome of the action (visual)

b.    KP- consists of post-response information concerning the nature of the movement (feel)

(iii)                 Positive/Negative

a.    Positive: telling someone they did well; or prescriptive feedback (telling the learner how to improve)

b.    Negative: concentrates on errors; “you’re wrong”; demotivation and of little use to beginners (they need prescriptive feedback)

(iv) Concurrent/Terminal

5.2.12

Compare motor programs from both open and closed loop perspectives.

•       Open loops – performance of a skill without recourse to feedback

•       hitting (or attempting to hit) a 100mph fastball or a 140mph tennis serve

•       (no alteration of movement possible – since the stimuli is too fast for feedback/adjustments to occur)

•       Closed loops – involves the process of feedback

•       not all movements take place so quickly – many can be altered during their execution

1)    Control is internal (proprioceptors detect and correct errors)

2)    Perceptual trace- memory for the feel of successful past experience/movements

•       (slower pitch reaction, slower serves, deflected or redirected balls)

5.2.11

Describe a motor program.

            Defined as a set of movements stored as a whole in the memory regardless of whether feedback is used in their execution.

            *A PLAN of the whole skill or pattern of movement

·      Catching a ball in basketball

·      Hitting a ball in tennis

(i)            A whole plan (executive program/motor program) and subroutines

                                                       i.     Executive: a number of motor programs put together (gymnastics routine)

                                                     ii.     Subroutine- building block of a motor program; “mini skills” (kicking, catching, throwing, dribbling)

** executive programs can only be executed successfully by training and focusing on subroutines

(ii)          Coordination of subroutines

a.    When a specific action is required, the memory process retrieves the stored programme and transmits the motor commands via nerve impulses to the relevant muscles allowing movement to occur. This is known as ‘executive motor programme.

b.    When needed this programme is recalled. If this skill is learned then the reaction time to produce the skill is very short.

c.     When the performer becomes more skilled then the motor programme is taken away and supersede by a new programme. Then this new one will become learned.

(iii)        Relegating executive programs to subroutines

When a specific action is required, the memory process retrieves the stored programme and transmits the motor commands via nerve impulses to the relevant muscles allowing movement to occur. This is known as ‘executive motor programme.

When needed this programme is recalled. If this skill is learned then the reaction time to produce the skill is very short.

When the performer becomes more skilled then the motor programme is taken away and superseded by a new programme. Then this new one will become learned.