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Chapter 11

Chapter 11. Correcting Errors. Types of Feedback. Functions of Augmented Feedback. Error correction Motivation Reinforcement. Sources of Feedback. Auditory sources Biofeedback Visual displays Equipment and drills. Your Perspective.

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Chapter 11

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  1. Chapter 11 Correcting Errors

  2. Types of Feedback

  3. Functions of Augmented Feedback • Error correction • Motivation • Reinforcement

  4. Sources of Feedback • Auditory sources • Biofeedback • Visual displays • Equipment and drills

  5. Your Perspective • What is your favorite method for receiving evaluations and feedback? What is your least favorite method? • How do you typically give feedback and evaluation to others?

  6. Visual Displays • Video replay: • Video can capture performance attempts and store them for repeated viewing • Learners need to understand what to look for and how to interpret it • Video feedback learning stages: • Shock • Error detection • Error correction • Independence

  7. Stick-Figure Sequence and Corresponding Graph

  8. Content of Augmented Feedback • Error vs. correct feedback • Descriptive vs. prescriptive feedback • Degree of precision in feedback

  9. “Sandwich” Approach to Providing Feedback Correction information is sandwiched between reinforcement and motivation: • Information to reinforce correct performance • Information to facilitate error correction • Encouragement to motivate the learner to incorporate recommendations

  10. Descriptive vs. Prescriptive Feedback • Descriptive: • Practitioner simply describes the nature of the error. • Prescriptive: • Practitioner offers a suggestion of how to correct the error. Which type to use depends on the skill level of the learner.

  11. Your Perspective • When you are receiving feedback on something you are learning, which do you prefer: • To simply be told what you are doing wrong? • To have a suggestion of how to correct it? • Do you like to receive motivation and reinforcement at the same time you are getting concrete feedback? Why or why not?

  12. Precision of Feedback • During the early stages of learning: • Feedback can be quite general and still be effective • Later in the learning process, when skills are being refined: • More precise information is useful, provided that the learner understands it

  13. Frequency of FeedbackGuidance Hypothesis • Feedback can guide a learner in correcting errors. • Provision of too much feedback can have a harmful effect, however.

  14. Frequency of Feedback Strategies to Reduce Feedback Frequency • Faded feedback • Bandwidth feedback • Summary feedback • Average feedback • Learner-regulated feedback

  15. Temporal Model of Augmented Feedback Presentation

  16. Feedback-Delay Interval • When feedback is provided too soon, learners are prevented from evaluating their own movement-produced feedback, hampering their development of error detection and correction mechanisms. • Practitioners can help learners by asking questions to provoke reflective thinking: • “How do you think you did that time? How was your follow-through?”

  17. Post-Feedback Interval • Learners synthesize the information they received—internally and externally—and formulate a new movement plan. • Practitioners: • Encourage active processing for movement modification and check for understanding • Observe the degree to which the feedback has proved helpful by modifying the subsequent response

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