Motor Learning Principles: Feedback and Memory

Five Functions of Augmented Feedback

The five functions of augmented feedback include:

• Information to correct performance errors: This involves efferent copy and receiving intrinsic feedback from cutaneous receptors, senses, and muscles.
• Positive reinforcement: Used to strengthen correct performance, it must follow immediately after a movement. Examples include the satisfaction of scoring, moving your body exactly as intended, or receiving external compliments.
• Negative reinforcement: These are unpleasant properties that a learner wants to avoid. Removing them will strengthen the movement. Internal examples include seeing a basket miss and feeling sad; external examples include hitting a barrier when a jump was not high enough.
• Punishment: Used to suppress errors, these are also unpleasant properties a learner wants to avoid. It must follow an incorrect movement to discourage that specific action. Internal punishment is pain after an incorrect pitch; external is a verbal threat.
• Motivation: This involves internal feedback. Knowing you are performing correctly serves as motivation toward the ultimate goal.

Guidance vs. Consistency Hypotheses

The guidance hypothesis suggests that a high frequency of Knowledge of Results (KR) leads to overdependence on feedback. Conversely, low frequency allows the learner to process information and problem-solve independently without being overwhelmed.

In the consistency hypothesis, if feedback is given after every trial, the learner is forced to change their movement pattern every time, preventing consistent performance. As a result, the learner cannot retain the correct movement. Learning a skill requires a consistent pattern, which is impossible if feedback is constant and the learner adjusts every time.

Memory Roles in Stages of Learning

1. First Stage (Declarative): Focuses on declarative knowledge—knowing what to do. It involves factual information about the skill.
2. Second Stage (Associative): As you begin to practice and apply knowledge to the task, declarative knowledge begins turning into procedural knowledge.
3. Third Stage (Autonomous): Focuses on procedural knowledge. Performance is now mostly automatic, and the learner begins to fine-tune their skills.