Reduced Knowledge of Results Frequency Enhances Error Detection

Bruechert, Lisa; Lai, Quirino; Shea, Charles H.

doi:10.1080/02701367.2003.10609116

Cited by 30 publications

(19 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This finding does not agree with some of the patterns noted in studies of limb (e.g., Bruechert et al, 2003) and speech (e.g., Austermann et al, 2008;Clark & Robin, 1998) motor learning. However, the present data must be considered with caution, as a small number of stimuli were involved and the stimuli were not balanced across frequency conditions.…”

Section: Discussioncontrasting

confidence: 62%

“…Studies of limb motor movement have suggested that reducing the frequency of feedback presentation (e.g., from 100% to 50%) may decrease the rate of acquisition but enhance retention and generalisation to similar (untreated) behaviours (Bruechert, Lai, & Shea, 2003;Wulf, Schmidt, & Deubel, 1993). Similar patterns have been noted in recent studies of speech production, including articulation (Adams & Page, 2000;Austermann et al, 2008;Clark & Robin, 1998) and voice (Steinhauer & Grayhack, 2000).…”

mentioning

confidence: 60%

See 1 more Smart Citation

Treating apraxia of speech (AOS) with EMA-supplied visual augmented feedback

2010

View full text Add to dashboard Cite

Section: Discussioncontrasting

confidence: 62%

mentioning

confidence: 60%

Treating apraxia of speech (AOS) with EMA-supplied visual augmented feedback

2010

View full text Add to dashboard Cite

“…In other words, a Research has also investigated numerous coaching strategies or "tools" which, when 68 applied, serve to facilitate different outcomes within the learning process. These have 69 included such variables as feedback (Bruechert, Lai, & Shea, 2003), demonstrations (Horn, 70 Williams, & Scott, 2002), and practice schedules (Goodwin & Meeuwsen, 1996). As a 71 result of this research, coaches should have sufficient knowledge to manipulate learning 72 and practice environments to achieve specific, measureable outcomes (e.g., rapid acquisition …”

mentioning

confidence: 99%

Systems for Technical Refinement in Experienced Performers: The Case From Expert-Level Golf

Carson¹,

Collins²,

MacNamara³

2013

International Journal of Golf Science

View full text Add to dashboard Cite

28This paper provides an overview of current golf coaching practices employed with 29 experts, when attempting to make changes to (i.e., refine) a player's existing technique. 30In the first of two studies, European Tour golfers (n = 5) and coaches (n = 5) were 31 interviewed to establish the prevalence of any systematic processes, and whether 32 facilitation of resistance to competitive pressure (hereafter termed "pressure resistance") Systems for technical refinement in experienced performers: The case from expert-level golf 54Much research attention has focused on the learning of motor skills (e.g., Schmidt & 55 Bjork, 1992; Wulf, 2013). This has included theories of learning as a systematic process, 56 distinguished by the learner progressing initially through a stage of acquiring broad features 57 of the movement form, to eventually fixating or diversifying their movement repertoire 58 depending on the environmental constraints dictated by the sporting context in which they 59 perform (Gentile, 1972). In addition, an understanding of process markers or mechanisms, 60 associated with the learning stages, for example cognitive structures changing from 61 declarative to procedural in nature (Anderson, 1982) and coordination dynamics evolving 62 from freezing to freeing of degrees of freedom (Bernstein, 1967), has enabled progression 63 through these systematic stages to be assessed and monitored by the coach. In other words, a Research has also investigated numerous coaching strategies or "tools" which, when 68 applied, serve to facilitate different outcomes within the learning process. These have 69 included such variables as feedback (Bruechert, Lai, & Shea, 2003), demonstrations (Horn, 70 Williams, & Scott, 2002), and practice schedules (Goodwin & Meeuwsen, 1996). As a 71 result of this research, coaches should have sufficient knowledge to manipulate learning 72 and practice environments to achieve specific, measureable outcomes (e.g., rapid acquisition 81Similarly, expert golf instruction has been reported to be largely intuitive with a lack of 82 reference to (applied) scientific evidence-bases, whereby the primary sources of knowledge 83 are derived from other coaches and previous experience (Schempp, Templeton, & Clark, 84 1998). This is in contrast to current approaches adopted by other sport professions (e.g., If golf coaches were to employ these explicit and evidence-based decision making 99 approaches, instead of solely or predominantly using intuition, they may have the potential 100 to enhance practitioner effectiveness when considering the need to address unique 147Reflecting these considerations and the need to establish an updated perspective on the 148 potential research-practice gap, the purpose of this paper was to provide an overview of the 149 current practices employed in expert golf coaching, when attempting to make changes to a 150 player's existing technique. In viewing both players and coaches as active agents within the For this initial investigation an...

show abstract

“…It has been hypothesized that the reduction of KR frequency can help the individual to identify and correct his/her errors in unavailable feedback condition. Furthermore, when presented with lower frequency of KR within the acquisition phase, the possibility of feedback dependence decreases and thus a more stable response pattern can be observed within the without KR conditions (7). The results of previous research do not properly show the level of feedback frequency which can provide the best results for the acquisition and retention of motor skills.…”

Section: Introductionmentioning

confidence: 57%

“…The positive influence is related to the informative nature of additional feedback of KR which serves as a source for the athletes to correct errors and improve the future performances (6). On the other hand, negative impacts may be observed when over presentation of KR feedback result in the at individual's dependence on the information (7). These paradoxical effects are often attributed to different aspects of feedback, of which succession or frequency is considered as the major variable of the current investigation.…”

Section: Introductionmentioning

confidence: 99%

Effects of Frequency of Feedback on the Learning of Motor Skill in Preschool Children

Zamani¹,

Zarghami²

2015

Int J School Health

View full text Add to dashboard Cite

Background: Feedback is one of the most important variables which affect the motor acquisition and the performance of a skill which plays a significant role in motor control as well as the learning of a motor skill. Objectives: The present study serves to assess the acquisition and retention of a new motor skill in pre-elementary school students, while presenting them with an additional feedback with different frequencies (0%, 50%, and 100%). Patients and Methods:The methodology of the current study is Semi-experimental, with pretests and posttests conducted on children presented with three different frequencies of additional knowledge of results (KR) feedback (0%, 50%, and 100%). The statistical population consisted of all 6-8 year old pre-elementary school students of Ahvaz, of whom 45 were selected through multilevel cluster sampling, and were subsequently divided, in three different groups. The selected task for the subjects consisted of throwing a tennis ball from over the shoulder toward a target depicted on the ground. The subjects performed 60 try-outs within the acquisition phase, in which the 0% group was presented with no feedback at all, 50% group received feedback in 50% of the try-outs, and 100% group obtained feedback in all try-outs. Three days after the acquisition phase, retention tests with 10 throws were conducted. One Way Analysis of Variance (ANOVA), Tukey test, and repeated measures test were used on each block for data analysis. Results:The results indicated significant differences between all three groups, both within the acquisition and retention tests (P = 0.001). The findings were suggestive that the 100% group performance was significantly superior to the other two groups in the acquisition phase, while the 50% group was significantly superior within the retention phase. Conclusions: In short, it can be concluded that children might benefit more from the reduced feedback for learning a skill.

show abstract

Reduced Knowledge of Results Frequency Enhances Error Detection

Cited by 30 publications

References 27 publications

Treating apraxia of speech (AOS) with EMA-supplied visual augmented feedback

Treating apraxia of speech (AOS) with EMA-supplied visual augmented feedback

Systems for Technical Refinement in Experienced Performers: The Case From Expert-Level Golf

Effects of Frequency of Feedback on the Learning of Motor Skill in Preschool Children

Contact Info

Product

Resources

About