4. Knowledge of results (KR) is defined as feedback provided to a learner that gives information about the success or outcome of their motion or motor skill (Salmoni, Schmidt & Walter, 1984). Knowledge of performance (KP) is defined as feedback provided to the learner about the quality of their movement or motor skill (Wulf, Shea & Lewthwaite 2010).I will implement the knowledge of performance for my client. Since she has never thrown a Frisbee before, I think it is more important to work on the mechanics of the throw, not perfecting the end result. For example, I will tell Sam when she steps out too far with her right foot or if she tilts the disc toward the group when she releases her throw. I will not tell my client how to fix her errors,
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Prescriptive augmented feedback (AFB) is defined as explicit feedback that provides a direct solution for the correction of an erroneous movement or motor skill (Williams & Hodges, 2005). An example of this would be repositioning a basketball players elbow after he made a weak free-throw shot. Descriptive AFB is defined as implicit feedback, giving a description of what the learner did wrong during the previous movement and allowing them to come up with their own correction (Reid, Crespo, Law & Berry, 2007). I will implement descriptive AFB to teach Sam because there are many different types of backhanded throws that can be made through slight variations of the flat backhand throw. Some people have different grips or different wind ups that feel more comfortable to them. It will also help to show her how tilting the disc when releasing can change the throw entirely. For example, after a given trial I might tell Sam that her wrist was incorrectly positioned during the release of the disc or that her feet were placed awkwardly. Amorose and Smith (2003) was an experiment designed to determine the perceived effectiveness of different types of feedback. 73 girls were divided into two groups (younger – 10 years old, older – 13 years old). Each group had girls that had no experience and girls that had one or more years of experience. The participants were show videos of athletes attempting to hit the softball. After each attempt by the athlete, a coach could be heard in the …show more content…
Frequency, in respect to AFB, is defined as the number of times a patient or client receives feedback during a given practice session (Badets & Blandin, 2010). Timing, in respect to AFB, is defined as when feedback is given during a given trial of a motor skill. Timing can be concurrent, given during the movement, or it can be given after the movement is complete (Schmidt & Wulf, 1997). I will implement the use of concurrent AFB, but I will use it only after two-thirds of the attempted throws during a given practice session. Similar to using descriptive feedback, I want Sam to adjust and fix her movements without excessive help. However, since Sam has never performed a backhanded Frisbee throw before, I will still provide some feedback, such as wrist positioning during the release of a throw, throughout the session to keep her from feeling helpless and lost. Wulf and Schmidt (1989) is an experiment that was designed to determine if reducing relative frequency of KR would enhance memory for actions run by generalized motor programs (GMP). 26 undergraduate students were tasked to push four buttons in a given sequence as fast and as accurately as possible. These students were placed into one of two groups; one received KR 100% of the time, the other only received KR 67% of the time. It was determined that the group who received KR only 67% of the time performed more accurately and was able to perform better on the retention test of the task 24 hours later. This is relevant
Prescriptive augmented feedback (AFB) is defined as explicit feedback that provides a direct solution for the correction of an erroneous movement or motor skill (Williams & Hodges, 2005). An example of this would be repositioning a basketball players elbow after he made a weak free-throw shot. Descriptive AFB is defined as implicit feedback, giving a description of what the learner did wrong during the previous movement and allowing them to come up with their own correction (Reid, Crespo, Law & Berry, 2007). I will implement descriptive AFB to teach Sam because there are many different types of backhanded throws that can be made through slight variations of the flat backhand throw. Some people have different grips or different wind ups that feel more comfortable to them. It will also help to show her how tilting the disc when releasing can change the throw entirely. For example, after a given trial I might tell Sam that her wrist was incorrectly positioned during the release of the disc or that her feet were placed awkwardly. Amorose and Smith (2003) was an experiment designed to determine the perceived effectiveness of different types of feedback. 73 girls were divided into two groups (younger – 10 years old, older – 13 years old). Each group had girls that had no experience and girls that had one or more years of experience. The participants were show videos of athletes attempting to hit the softball. After each attempt by the athlete, a coach could be heard in the …show more content…
Frequency, in respect to AFB, is defined as the number of times a patient or client receives feedback during a given practice session (Badets & Blandin, 2010). Timing, in respect to AFB, is defined as when feedback is given during a given trial of a motor skill. Timing can be concurrent, given during the movement, or it can be given after the movement is complete (Schmidt & Wulf, 1997). I will implement the use of concurrent AFB, but I will use it only after two-thirds of the attempted throws during a given practice session. Similar to using descriptive feedback, I want Sam to adjust and fix her movements without excessive help. However, since Sam has never performed a backhanded Frisbee throw before, I will still provide some feedback, such as wrist positioning during the release of a throw, throughout the session to keep her from feeling helpless and lost. Wulf and Schmidt (1989) is an experiment that was designed to determine if reducing relative frequency of KR would enhance memory for actions run by generalized motor programs (GMP). 26 undergraduate students were tasked to push four buttons in a given sequence as fast and as accurately as possible. These students were placed into one of two groups; one received KR 100% of the time, the other only received KR 67% of the time. It was determined that the group who received KR only 67% of the time performed more accurately and was able to perform better on the retention test of the task 24 hours later. This is relevant