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AS Level – Week 25 Theory

AS Level – Week 25 Theory. Module 1 Information Processing Feedback. Information Processing Feedback

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AS Level – Week 25 Theory

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  1. AS Level – Week 25Theory Module 1 Information Processing Feedback

  2. Information Processing Feedback The final stage of information processing is feedback. This is vital to the information processing system and links the output and input phases. We learn from experience to modify our movements or store the information in our long term memory. Feed back has several purposes including: • detection and correction of errors causing a change in performance • motivation = incentive to continue and increase effort • reinforcement of learning. (Thorndike’s Law of Effect)

  3. The two major categories of feedback are : Intrinsic or internal feedback - this is received from within the performer via proprioceptors and is known as kinaesthetic feedback. As the performer becomes more skilled, they are able to detect and correct their own errors more easily. Extrinsic or external feedback - this is received from outside the performer, usually via sound or vision, via their extricates. It may also be known as augmented feedback. The information is given by a coach, teacher, supporters, teammates, video or photographs. It is particularly useful in the cognitive stages of learning.

  4. In addition to these two broad categories, there are other forms of feedback. • Continuous feedback. • Terminal feedback - this is received after the performance and maybe issued immediately or given after the performance. • Positive feedback - this would be used to reinforce or encourage. • Negative feedback - this is used if the technique was incorrect to discourage a repetition of the action. • Knowledge of results - feedback that the performer receives concerning the outcome of the action. • Knowledge of performance - the information that the performer receives about the quality of their technique or performance.

  5. If feedback is used correctly, it can accelerate the learning process and boost motivation. If used incorrectly, it can confuse and discourage a performer. • Key points to using feedback successfully. • It must be relevant and modifications made according to the ability range of the performer. • It should be limited - more than 3 points of information and the performer will be overloaded. • It must be accurate and specific. • Ideally use immediately when the action is fresh in the performers mind.

  6. Allow time to digest the information. • Keep it brief. • Do not over use - performer may become over reliant on feedback and fail to develop their own understanding.

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