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8. Relative Frequency of KR & Fading March 15, 2011 Sport Coaching Solutions (Winstein & Schmidt, 1990 [experiment 2]) (Winstein & Schmidt, 1990 [experiment 3])

9. KR Frequency & Error Estimation March 15, 2011 Sport Coaching Solutions

10. Bandwidth-Feedback Questioning March 15, 2011 Sport Coaching Solutions Table 1 Chambers & Vickers, 2006 Table 2 Chambers & Vickers, 2006 Comp Times Swimming Tech

11. Feedback Effects on Skill Acquisition in Children March 15, 2011 Sport Coaching Solutions Adults 22-30 (100%KR/67%KR) Children 8-14 (100%KR/67%KR)

12. March 15, 2011 Sport Coaching Solutions [email_address]

Editor's Notes

Feedback strengths the perceptual trace in the closed loop (Adams, 71). Feedback increases the capability to define schemata for the production of novels actions (Schmidt, 1975)
Salmoni et al (1984) KR guides the performer towards the goal, resulting in good performance during acquisition, although performance deteriorates once KR is no longer available. An analogy is the KR acts like a crutch. Practice Hypothesis that learning involves integrating all relevant sources of information available into a sensorimotor representation. If AF contribution was large during acquisition phase, then its subsequent removal can result in poor performance Maladaptive short term corrections instil a falsehood of performance capability.
Student population Practice constant Complex motor task Less frequent KR not detrimental to acquisition phase (challenges Adams,1971, Schmidt, 1975) 2) The 33% group performed more effectively than the 100% across all three retention blocks, but the effect was not significant. However, retention test taken 10 mins after second phase of practice on day 2.
(2) No impairment of performance between groups in acquisition phase. No significant difference on immediate transfer and delayed transfer, however 67% group out performed 100% group. (3) This pattern of results concur with Winstein (1989) that differences in favour of a low relative frequency (RF) condition with faded (F) KR emerge after 24hrs and therefore (RF) x (F)may have more impact on long –term retention capabilities. This experiment does provides additional support for the guidance hypothesis, as according to this hypothesis, the relative frequency should be high during early acquisition and reduced in later phases to reduce reliance on extrinsic feedback.
Learning enhanced the extent that it allows individuals to test hypothesis regarding their performance. Therefore in this case, the process of questioning and a high frequency of feedback produced significantly enhanced results
Janelle et al (1997) four groups (non-dominant throwing skill): KR only Summary KP Self controlled KP Yoked group, received KP when above group mad request. Self group performed better on accuracy and retention. Janelle et al (1997) suggested that granting athletes control over their though process and development positively affected their performance. The bandwidth process may engender communication problems, therefore employing questioning techniques ensure athletes are cognitively engaged in the skills and tactics being trained. This investigation examined the impact of bandwidth feedback-questioning BF-Q on swimming technique, practice times and competition results over one swim season (age range 14-17). Sherwood (1988) was one of the first to test a bandwidth method, three groups 100%, 5% and 10% which performed superior on the transfer test. Significant difference block 4/5 table 1. Significant difference on 10% bandwidth transitional feedback table 2. Presents an effective mode of feedback, no KR directs the performer not to alter performance and thus prevents maladaptive short-term corrections and secondly, no error KR directs performer to maintain standard of performance and thus might provide a more stable representation of the task. Transitional information in unison with bandwidth schedule enhanced acquisition. However as the BW did convey lack of support and interest from the coach due to the reduced amount of communication.
The reduction of feedback impacts negatively on the skill acquisition of children and thus highlights one of the many differences between the learning styles of adults and children. Therefore coaches should be aware of the dependency of which young athletes on coaches for feedback and support in early stage acquisition. This therefore amplifies the distinction between Pedagogy and Adragogy.

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Editor's Notes