PDFE #12

This PDFE was a lab done in pairs that was meant to help the students become more familiar with the different types of extrinsic feedback. The different types of extrinsic feedback include knowledge of results (KR) and knowledge of performance (KP). KR is extrinsic information that tells the learners something about the success of their actions with respect to the intended environmental goal. An example would be when a judge giving a score to a diver, dancer, gymnast, etc. KP is extrinsic information that helps performers interpret the quality of their actual movements. An example would be when a coach tells a gymnast that their tuck was not tight enough or when a therapist tells their patient that their step was too short. In the lab done in class, one student received constant feedback while performing a task while the other only received feedback upon request. In all the trials, the goal was for a blindfolded student to successfully move their pen or pencil from one line to another. The student who only received feedback upon request performed better in every trial. Feedback was requested 13 times in 30 trials. After the trials, a retention test was given. In the retention test, absolutely no feedback for either student was given which would serve the purpose of seeing which type of feedback would produce better results. The student who only received requested feedback during the trials did better on the retention test. These results matched what we are told in the course textbook and in the online power points…that feedback given only upon request gives better results during performances and practice. Although the results seem to be due solely to the types of feedback given, there may have been other factors influencing the results. The student who received constant feedback went first in my lab group, so the student who only received requested feedback was able to see what worked and what didn’t for that lab student. Also, the second student (who only received requested feedback) had a better strategy for performing well on the trials and test. She held the hand that she wasn’t using on the paper between the two lines and was able to better judge the distance between the two lines by sensing when her hand ended. Distractibility could have been a factor as well as the students knowledge of distance measurements. The feedback given was a measurement of how far away the student was from the target line. A student with more knowledge on how long a mm exactly is would be able to adjust their movements more accurately.