Optimizing Knowledge of Results in Motor Skill Acquisition

Knowledge of Results: Feedback Administration

It is of great interest to understand the effects of feedback depending on variables in your administration. We observe the following assumptions:

Timing of Information Delivery

• Simultaneous or Concurrent CR: Information is provided while the person is performing the action.
• Immediate or Terminal CR: Information is provided at the moment the action finishes.
• Postponed or Delayed CR: Information is provided after allowing the student time to reflect.

Frequency of Information Delivery

• Separate CR: The learner receives information after each test, allowing for immediate enhancement of the next attempt.
• Built-up CR: Information is synthesized from a series of tests. The learner must use more intrinsic resources to compare performance against aggregate data.

Functional Categories of CR

• Informative CR: Informs the student about their performance and the effects of their actions to prepare for the next trial.
• Encouraging CR: Provides motivation to the student.
• Reinforcing CR: Encourages movement closer to the desired target value.
• Evaluative CR: Assesses whether the student's performance was correct or incorrect.
• Descriptive CR: Describes the gesture made by the student, indicating approval or disapproval.
• Prescriptive CR: Provides a solution to an error after a cause-effect analysis (e.g., "bend your knees more before propelling").
• Interrogative CR: Asks the student about their performance, requiring them to think and formulate a response, which encourages internal feedback.
• Affective CR: Conveys feelings regarding the implementation; positive tones are highly recommended.

Frequency in the Administration of CR

The optimal frequency of CR depends on the student's knowledge and motor task strategies. In the initial stages of learning a motor skill, feedback should be provided after each test. However, as learning evolves, the frequency should decrease until the subject begins to administer information themselves (internal feedback).

As athletes improve and acquire high levels of motor skills, they transition from teacher-generated CR to a self-generated error detection mechanism. Excessive use of external information creates dependency and lowers retention rates. Conversely, if the subject achieves independence from external feedback, the retention rate is significantly higher, fostering autonomy in learning. Generally, extrinsic feedback should decrease as intrinsic feedback increases.