Health & Medical Question

Here are the info from my teacher:

The Video what you need to analyze 

For this assignment, you will record your partner performing the skill that he/she selected from three different viewpoints. Upon your review, you will identify oneperformance error and research different ways in which to provide feedback. Within the text box, you will provide one feedback statement and discuss whether your statement is based on knowledge of results (KR) or knowledge of performance (KP). Additionally, you will emphasize whether the information provided is descriptive, prescriptive or both.

Instructions

Submit video clips of your partner attempting the skill from the 3 different viewpoints (same as the above video examples)

In the text box (typed- no attachments will be accepted), please include each prompt followed by your response (see below).

Identify one performance error.

Provide one feedback statement.

Would your statement be categorized as knowledge of results or knowledge of performance? Explain your answer.

Is the content of your statement descriptive, prescriptive, or both? Explain your answer.

Example

1. Identify one performance error. Emma consistently kicks the soccer ball with her toe rather than using the inside of her foot, resulting in less accuracy and control when passing the soccer ball.
2. Provide one feedback statement. Emma, try to use the inside of your foot to make contact with the ball when passing. This will give you better control and accuracy over your passes.

Categorize the feedback as knowledge of results (KR) or knowledge of performance (KP) and explain. This feedback would be categorized as knowledge of performance (KP) because it provides information about a specific aspect of Emma’s performance, namely, the technique she’s using to kick the ball.

• Is the content of your statement descriptive, prescriptive, or both? Explain your answer. The content of the statement is prescriptive because it offers specific guidance on what Emma should do to correct the performance error. It instructs her to use the inside of her foot for passing, providing actionable advice for improvement.
• Here are the Description and info for that task:
• 1.8 Frequency of Augmented Feedback

The frequency of augmented feedback, whether it’s knowledge of results (KR) or knowledge of performance (KP), can significantly impact skill acquisition and performance improvement. The optimal frequency depends on various factors, including the learner’s skill level, the complexity of the task, and the stage of skill acquisition. Considerations regarding the frequency of augmented feedback include the following:

• Beginner Learners

For individuals who are new to a skill or activity, providing frequent augmented feedback can be beneficial. This helps them understand the basic elements of the task, identify errors early on, and make necessary adjustments. Beginners often require more feedback to establish a foundation of correct technique and build confidence.

Advanced Learners

As learners become more proficient in a skill, they may benefit from reduced frequency of augmented feedback. Advanced learners have developed greater self-awareness and may rely more on intrinsic feedback to monitor and adjust their performance. Providing feedback only when necessary allows them to focus on refining specific aspects of their technique or addressing persistent errors.

Variable Frequency

Adopting a variable frequency approach to augmented feedback can be effective, particularly for tasks with varying levels of complexity or difficulty. Providing feedback intermittently or randomly encourages learners to develop greater self-reliance and problem-solving skills. It also prevents overreliance on external feedback sources and promotes skill retention and transfer.

Task Specificity

Consider the nature of the task when determining the frequency of augmented feedback. Tasks that require precise timing, accuracy, or coordination may benefit from more frequent feedback to facilitate skill refinement. In contrast, tasks that involve creative expression or decision-making may require less frequent feedback to allow for individual experimentation and exploration.

Feedback Timing

The timing of augmented feedback is crucial. Immediate feedback following performance allows learners to connect their actions with outcomes effectively. However, delaying feedback or providing it after a series of attempts can encourage deeper reflection and critical thinking, promoting long-term skill development.

Overall, finding the optimal frequency of augmented feedback involves balancing the need for guidance and support with opportunities for independent learning and skill refinement. Adjusting the frequency based on individual learner characteristics and task requirements can enhance the effectiveness of feedback interventions and contribute to meaningful skill acquisition and performance improvement.

1.7 Descriptive vs. Prescriptive Feedback

Both descriptive and prescriptive feedback are valuable for skill development and performance improvement. Descriptive feedback helps individuals understand their strengths and weaknesses, while prescriptive feedback provides actionable steps for addressing areas needing improvement. The combination of both types of feedback can guide learning effectively, leading to enhanced performance over time.

Descriptive feedback, coach’s observation: “Your tennis serve consistently reaches a high speed, and your ball toss is well-placed. However, your follow-through lacks extension, which may limit your power and accuracy.”

Prescriptive feedback, coach’s recommendation: “To improve your tennis serve, focus on extending your follow-through after contact with the ball. This will help generate more power and control in your shots. Additionally, work on maintaining a consistent ball toss height to ensure better timing and accuracy.”

Self-Check Activity

Determine whether the following augmented feedback statements are examples of descriptive (D) or prescriptive (P) feedback.

“Your shoulders are hunched forward during the swing.”

“Extend your arm fully towards the target.”

“Your follow-through is incomplete.”

• “Bend your knees more as you approach the jump.”

“Your grip on the handle is too tight.”

“Keep your eyes on the target throughout the motion.”

“Your stride length is inconsistent.”

• “Rotate your hips more during the backswing.”

“Your posture is slouched during the approach.”

1.6 Error vs. Correct FeedbackOne important decision to be made is whether to focus on the learner’s performance errors or to highlight what was done correctly. A strategy that utlizes both types of feedback is called the sandwich approach. This approach is a feedback technique that involves delivering constructive criticism and corrective feedback in a balanced and supportive manner. The name “sandwich” implies that the corrective feedback is “sandwiched” between positive or affirming statements, creating a more palatable and effective delivery. Positive Feedback (Bread): Begin with positive feedback or affirmations that acknowledge the learner’s strengths, efforts, or achievements related to their performance. This sets a supportive and encouraging tone for the conversation and helps the individual feel valued and motivated to improve.

Coach: “Sarah, I noticed that your serving technique has improved a lot since last week. Your arm swing has become more fluid, and you’re showing great focus during practice.”

• Constructive Criticism (Filling): Provide specific and constructive feedback about areas needing improvement or errors that were observed. Be clear, concise, and objective in your feedback, focusing on actionable suggestions for correction rather than criticism or blame. Offer guidance on how the individual can address the errors and improve their performance.

Coach: “However, I’ve observed that sometimes your toss is inconsistent, which affects the accuracy of your serves. Try to aim for a consistent toss height and placement to give yourself a better chance of making successful serves. Also, work on your follow-through to ensure that you’re generating enough power and control.”

Positive Reinforcement (Bread): End the feedback session on a positive note by reiterating the individual’s strengths or highlighting areas of progress and improvement. Offer encouragement and support, expressing confidence in their ability to overcome challenges and achieve success. Emphasize the importance of continuous growth and learning in their journey toward improvement.

Coach: “Remember, Sarah, your dedication and hard work are paying off, and I have no doubt that you’ll continue to improve. Keep practicing with focus and determination, and I’m confident that you’ll master your serves in no time.”

• By sandwiching the corrective feedback between positive and supportive statements, the sandwich approach helps individuals receive criticism more constructively and with greater openness. It balances the need for improvement with recognition of effort and progress, fostering a positive learning environment and promoting motivation and resilience.

1.5 Types of FeedbackA general term used to describe the information a learner receives about his/her own performance of a movement or skill. That information can be available from both internal (intrinsic) and external (augmented) sources. Intrinsic feedback refers to the information received by an individual directly from their own sensory systems during the performance of a task or activity. It includes sensory cues such as proprioception (awareness of body position and movement), kinesthetic feedback (sensations of muscle tension and joint movement), and visual feedback (observations of one’s own actions). This internal feedback loop allows individuals to monitor and adjust their performance in real-time, contributing to skill refinement and motor learning.

Scenario: during a warrior II pose, the learner relies on internal feedback from their proprioceptive senses to adjust their body alignment, ensuring their hips are squared, their front knee is aligned with their ankle, and their shoulders are relaxed. They use their awareness of muscle tension and joint position to maintain balance and stability in the pose. This internal feedback loop enables the learner to monitor and adjust their body position in real-time, optimizing their alignment and enhancing the effectiveness of the pose.

Augmented feedback refers to information provided to an individual about their performance from external sources, such as coaches, instructors, or technology, in addition to intrinsic feedback. This feedback supplements the individual’s internal sensory cues and provides valuable information about the quality or outcome of their actions. Augmented feedback can be verbal (e.g., verbal cues or praise), visual (e.g., video replays or demonstrations), or tactile (e.g., physical corrections or tactile cues). It plays a crucial role in skill acquisition and improvement by guiding learners’ attention, reinforcing correct actions, and facilitating error correction.Generally, augmented information is presented to the learner after the movement is completed and is labeled as terminal feedback. In some instances, augmented feedback is provided during the execution of a skill and is termed concurrent feedback.

• Scenario: terminal feedback is given to a swimmer after they finish a race. The coach provides feedback on the swimmer’s stroke technique, turns, and overall race strategy. The coach praises the swimmer for maintaining good form throughout the race but also offers suggestions for improving their kick technique or increasing their speed off the starting block.

Scenario: a coach provides concurrent feedback to a player on their tennis serve technique between points. The coach offers guidance on the player’s grip, toss, or follow-through, helping them make real-time adjustments to enhance the quality and consistency of their serves.

Augmented feedback can be further classified as knowledge of results (KR) and knowledge of performance (KP).

Knowledge of results (KR) feedback provides information to an individual about the outcome or result of their performance after completing a task or activity. This type of feedback focuses on the end result achieved rather than the specific actions or techniques used to achieve it.  

Scenario: if a player takes 10 free throws and successfully scores 7 of them, the KR feedback would be: “You made 7 out of 10 shots.” This feedback informs the player about the overall outcome of their performance in terms of successful shots made, helping them evaluate their shooting accuracy and track their progress over time.

Knowledge of performance (KP) feedback provides individuals with information about the quality or characteristics of their performance during the execution of a task or activity. Unlike knowledge of results (KR) feedback, which focuses on the outcome of the performance, KP feedback emphasizes the specific actions, techniques, or behaviors used to achieve that outcome.

Scenario: the instructor might highlight the angle of the golfer’s club face at impact, the path of their swing, and the positioning of their body throughout the motion. By offering specific insights into the quality and execution of the golfer’s swing technique, KP feedback helps the golfer understand how well they are performing the skill and identifies areas for improvement in their technique.

• 1.4 Error CorrectionDetecting errors is crucial for skill improvement and performance optimization. Recognizing errors allows practitioners to identify areas for improvement, adjust their approach, and refine their skills. Whether the error is detected by the practitioner themselves, by coaches or instructors, objective feedback mechanisms like video analysis can provide valuable information for learning and development. For instance, in the motor skill example of the soccer player attempting a bicycle kick, detecting errors in execution such as mistiming the jump, misjudging the ball’s trajectory, or failing to make clean contact with the ball provides opportunities for the learner to adjust their technique, practice more effectively, and enhance their performance in future attempts. It is important to note that once the error has been detected, the practitioner should consider three questions before correcting the error. Is the learner capable? Successful performance of the corrected technique hinges on whether the learner possesses the necessary underlying abilities. If the learner lacks the physical prerequisites or the intellectual capacity to execute the correction, attempting to change the technique may prove futile.
• Scenario: a coach observes a young gymnast attempting a complex tumbling pass. However, the gymnast lacks the necessary strength and flexibility to execute the skill safely and effectively. The coach recognizes that attempting to correct the technique without first addressing the learner’s physical readiness would be impractical and potentially unsafe.

How much time will be needed for the learner to make the correction? The duration required for the learner to implement the correction varies based on the type and complexity of the adjustment needed. Some corrections may necessitate more time for mastery than others, depending on the learner’s current skill level and learning pace.

Scenario: a skater is struggling to master a new jump technique. The coach understands that refining the jump will require consistent practice over an extended period. The coach sets realistic expectations for the skater, emphasizing that improvement will come gradually with dedicated effort and patience.

The final consideration is whether the learner is motivated to make the correction.  Motivation plays a pivotal role in the learning process. The practitioner must ensure that the learner is prepared and willing to accept the challenge of correcting the error. Without sufficient motivation, the learner may not invest the necessary effort and persistence required for successful skill refinement.

Scenario: a tennis player consistently struggles with their backhand stroke technique. Despite receiving feedback from their coach on how to correct the error, the player shows little enthusiasm for practicing the suggested adjustments. Recognizing the importance of motivation, the coach engages the player in a conversation to understand their concerns and interests, aiming to reignite their enthusiasm for skill improvement.

• 1.3 Identifying the ErrorOnce the practitioner has observed the performance and detected the existence of one or more movement errors, he or she must determine their underlying cause. The practitioner should start by asking why a certain behavior is observed. Because the appropriate intervention strategy will be different for each possibility, correctly identifying the true cause of error is critical to the performance enhancement process. Consequently, the practitioner must be aware of the variety of potential sources of error in order to ensure that the corrections being offered are both accurate and effective. Sources of error can be grouped into five major categories: Errors due to individual, task or environmental constraints- arise from factors such as the learner’s limitations, the complexity of the task, or environmental conditions that may affect performance.
• Scenario: a soccer player attempts to perform a bicycle kick to score a goal. However, several factors contribute to errors in the execution of the skill.   
• Individual constraint: The player may lack sufficient flexibility or coordination to execute the bicycle kick technique effectively thus hindering their ability to perform the skill with precision.
• Task constraint: Performing a bicycle kick requires precise timing and spatial awareness, as the player must accurately judge the trajectory of the ball and position their body accordingly. The complexity of the task, combined with the pressure of the match situation, increases the likelihood of errors.
• Environmental constraint: The condition of the playing surface, such as uneven terrain or slippery grass, can affect the player’s ability to execute the bicycle kick technique smoothly. Additionally, distractions from opposing players or crowd noise may further impede the learner’s concentration and performance.
• Comprehension errors- the learner misunderstands instructions, cues, or objectives related to the task, leading to incorrect interpretations or actions.
• Scenario: the instructor demonstrates a complex sequence of dance steps for a new routine. However, the learner misinterprets the instructor’s explanation of a specific footwork pattern. As a result, the learner performs the incorrect steps during practice session, disrupting the flow of the routine and causing confusion among other learners. The comprehension error leads to an inaccurate execution of the dance routine and requires correction from the instructor to ensure proper learning and performance.
• Responsive selection errors- the learner chooses an inappropriate action or technique in a given situation.
• Scenario: a basketball player receives a pass and finds themselves in an open shooting position near the three-point line. Instead of taking the shot, the player hesitates and decides to dribble towards the basket for a layup. However, the opposing team’s defender quickly closes in, blocking the layup attempt. In this scenario, the player’s response selection error led to a missed scoring opportunity.
• Execution errors- implementation of the learner’s chosen response or action, resulting in inaccuracies, inefficiencies, or unintended outcomes. 

Scenario: a tennis player intends to hit a powerful forehand shot down the line. However, during the execution of the stroke, the player misjudges the timing and positioning, resulting in mistiming the swing. As a result, the racket makes contact with the ball off-center, causing the shot to lack power and accuracy. The execution error leads to the ball landing short of the intended target and potentially giving the opponent an advantage in the rally.

Sensory errors- inaccuracies of the learner in the perception of visual, auditory, or tactile cues, which can lead to misinterpretations or misjudgments of the task requirements. 

Scenario: a golfer prepares to putt on the green. As they address the ball, they rely on their sense of touch to gauge the slope of the green and determine the strength of the stroke needed. However, due to wearing new golf gloves that provide less tactile feedback than their usual gloves, the golfer misjudges the force needed for the putt. Consequently, they strike the ball too firmly, causing it to overshoot the hole. The sensory error in tactile perception leads to a misjudgment of the putting strength, resulting in an inaccurate shot.

Self-Check Activity

• You are teaching basketball to a seventh-grade physical education class. You have been working with the students on shooting layups, but many of them are having difficulty making the basket after releasing the ball. List possible reasons why the students are missing the basket and provide suggestions for correcting the problem.
• 1.2 Analyzing a SkillPractitioners must provide learners with information about the correctness of their performance and prescribe modifications for its improvement. Before they can provide the information, however, practitioners must be able to analyze the performance accurately and determine not only whether an error exists but also the cause of that error and how to fix it. To determine the correctness of a response, the most common approach is simply to observe the performance. For this form of assessment, the practitioner typically compares the learner’s technique to technique that is representative of an individual who is proficient in the skill.  Planning an ObservationAccurate skill analysis begins with good observation skills. In essence, you cannot fix an error unless you first detect it and determine its cause. Human movement occurs both dynamically and quickly, so the observer has only fractions of a second to assess the performance. Hence, good observations start with a plan.Key Elements of the SkillThis pertains to specific body movements that are observable and affect the performance of the skill. Their identification requires a thorough understand of both the skill itself and biomechanics. Once the key elements of the skill have been identified, the practitioner can determine those that will be the focus of the observation. PerspectiveAn important step in developing the observational plan is to determine the optimal viewing perspective from which to observe the skill and, more specifically, the key elements chosen as the focus. In order to see all of the skill’s critical aspects, it might be necessary to watch the skill from several different positions. The observer should select a position that permits a good view without distractions.Number of ObservationsHow many trials should be observed prior to making a judgment as to the quality of the performance? No concrete number exists, but the analysis based on a single performance attempt should be avoided. Practitioners with limited observational experience will need to view additional trials to determine the underlying cause of an error. It is important to note that as the complexity of the task increases, so too will the number of observations needed to accurately assess the performance.Video AnalysisThe final decision is whether or not to capture the performance on video. Video is useful because it permits repetitive viewing by both the practitioner and the learner. For this learning module, this will be the method used to observe learner performance.Self-Check Activity

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