2240 Feedback & Practice

35 Questions | Total Attempts: 96

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Feedback Quizzes & Trivia

Final Lectures Including: - Augmented Feedback - Practice Variability and Specificity - Amount & Distribution of Practice - Whole and Part Practice - Mental Practice


Questions and Answers
  • 1. 
    Describe the roles that Augmented Feedback have in skill acquisition.
  • 2. 
    Explain whether it would be more important to give augmented feedback based on information on errors or the correct aspects of the performance (point out what they did right vs. what they did wrong)
  • 3. 
    Describe some of the techniques used to reduce augmented feedback frequency.
  • 4. 
    Explain Singer's 5-step Strategy, and explain how it can aid mental practice for skill acquisition
  • 5. 
    There are 2 types of performance related feedback. Augmented feedback adds to or enhances task-intrinsic feedback. Which of the following best defines task-intrinsic feedback:
    • A. 

      Conscious Internal feedback that the performer infers themselves

    • B. 

      Sensory-perceptual feedback

    • C. 

      Feedback given from an external source ie. coach

    • D. 

      A) & b)

  • 6. 
    Knowledge of Results (KR) and Knowledge of Performance (KP) are examples of what sort of feedback:
    • A. 

      Task-Intrinsic Feedback

    • B. 

      Augmentented Feedback

    • C. 

      Extrinsic Feedback

    • D. 

      External Feedback

  • 7. 
    Externally presented information about the outcome of performing a skill or about achieving the performance is known as:
    • A. 

      Knowledge of Performance

    • B. 

      Knowledge of Results

    • C. 

      Task-intrinsic Feedback

    • D. 

      Terminal Feedback

  • 8. 
    Which of the following is not a reason why augmented feedback is essential for learning?
    • A. 

      Some skill situations do not make critical sensory feedback available to the person

    • B. 

      There exists the possibility that a person may not have available sensory pathways needed to detect feedback

    • C. 

      Many people depend on receiving feedback from external sources

    • D. 

      Feedback is provided from the sensory system, however, the person cannot use the feedback

  • 9. 
    Augmented feedback provided while the person is performing the skill is known as:
    • A. 

      Terminal Feedback

    • B. 

      Knowledge of Performance

    • C. 

      Knowledge of Results

    • D. 

      Concurrent Feedback

  • 10. 
    Which of the following statements about Terminal Feedback is FALSE:
    • A. 

      Feedback is provided after a person has completed the performance of a skill

    • B. 

      It is less effective than concurrent feedback

    • C. 

      It is a sort of Augmented Feedback, supplementary to Task-intrinsic feedback

    • D. 

      There are two intervals of time associated with it: KR delay interval, post KR interval

  • 11. 
    The reduced frequency benefit associated with the frequency of presenting Augmented Feedback describes:
    • A. 

      The guidence hypothesis

    • B. 

      The athlete may grow dependent on intrinsic feedback however will also need to develop extrinsic feedback for competition scenarios

    • C. 

      The optimal frequency for augmented feedback is not 100%

    • D. 

      All of the above

    • E. 

      B) & c)

    • F. 

      A) & c)

  • 12. 
    A coach saying to his 100m sprinter athlete after a practice trial: "Great job, you did 3 seconds better than your last run" is an example of what sort of feedback?
    • A. 

      Augmented Feedback

    • B. 

      Knowledge of Results

    • C. 

      Knowledge of Performance

    • D. 

      External Feedback

  • 13. 
    Which of the following statements about practice variability is FALSE:
    • A. 

      It refers to the variety of movement and context characteristics the learner experiences while practicing a skill

    • B. 

      The learner can benefit from increased capability to perform the skill in future test situations.

    • C. 

      Practice variability is associated with a decreased amount of performance error during practice

    • D. 

      Practice variability benefits future performance by comparing the effects of retention of practice situations involving one variation of a skill with those involving several variations of the skill

  • 14. 
    The interference that results from performing variations of a skill within the context of practice (Batting, 1979) is known as:
    • A. 

      Elaboration Interference

    • B. 

      Variable Practice

    • C. 

      Contextual Interference

    • D. 

      Variable Interference

  • 15. 
    Which of the following is not a limit to the contextual interference effect?
    • A. 

      Task characteristics

    • B. 

      Environment characteristics

    • C. 

      Learner characteristics

    • D. 

      A) & b)

    • E. 

      A) & c)

  • 16. 
    The Elaboration Hypothesis (Shea & Morgan, 1979) proposed that:
    • A. 

      The contextual interference effect is related to the elaboration of memory representation of the skill variations that a learner is practicing.

    • B. 

      High amounts of contextual interference benefit learning because the interference benefit learning because the interference requires a person to reconstruct an action plan on the next trial for a particular skill variation.

    • C. 

      Higher levels of contextual interference involves greater attention demands during practice

    • D. 

      People who practice according to a blocked schedule tend to overestimate how well they are learning during practice

  • 17. 
    Overlearning is most correctly described as:
    • A. 

      Spending too much time learning a skill so that it actually becomes detrimental to the performance of said skill

    • B. 

      Continuation of practice beyond the amount needed to achieve a certain performance criteria

    • C. 

      Extra practice completed once the performer has become proficient at a skill

    • D. 

      A positive effect that occurs when a skill is learnt for an extended period of time

  • 18. 
    Which of the following statements about overlearning is FALSE:
    • A. 

      The overlearning of procedural skills, a combination of both cognitive and motor components,

    • B. 

      Extra practice in dynamic balance skills tend to be detrimental for balancing skill acquisition

    • C. 

      Diminished returns have been observed from over-practicing skills in the PE Class setting

    • D. 

      Overlearning has a positive influence on retention performance for motor learning skills

  • 19. 
    Overlearning only has positive effects on learning, as athletes become extremely proficient at the motor skills they are practicing
    • A. 

      True

    • B. 

      False

  • 20. 
    Practice where the amount of rest between practice session or trials is short is considered to be:
    • A. 

      Varied Practice

    • B. 

      Grouped Practice

    • C. 

      Massed Practice

    • D. 

      Distributed Practice

  • 21. 
    Which of the following statements about distribution of practice is FALSE:
    • A. 

      Research shows that practice sessions can be too long and infrequent to lead to optimal learning

    • B. 

      Better learning results when people practice skills in larger number of shorter sessions than when sessions are long and fewer in number

    • C. 

      Massed sessions refer to longer sessions within a day or a few days

    • D. 

      Distributed sessions account for sessions with large amounts of rest during practice sessions, and more sessions across more days

  • 22. 
    Which of the following is not a hypothesis which has aimed to explain why distributed practice sessions lead to better learning:
    • A. 

      Fatigue Hypothesis

    • B. 

      Elaboration Hypothesis

    • C. 

      Cognitive-effort Hypothesis

    • D. 

      Memory consolidation Hypothesis

  • 23. 
    Which of the following statements about Intertrial Interval and Practice Distributions is FALSE:
    • A. 

      Distributed practice schedules are better for learning discrete skills

    • B. 

      Massed practice schedules are better for learning continuous skills

    • C. 

      The amount of practice interacts with other variables to yield optimal learning (ie. type and frequency of feedback and variability of practice)

    • D. 

      All of the above

    • E. 

      None of the above

    • F. 

      A) & b)

  • 24. 
    Skill complexity is best defined as:
    • A. 

      The level of difficulty of the skill that is being practiced or peformed

    • B. 

      The number of parts of components in a skill

    • C. 

      The attention demands required by a task

    • D. 

      A) & b)

    • E. 

      B) & c)

  • 25. 
    A dance routine is considered to be: Complexity; organisation eg. high complexity; high organisation
    • A. 

      High ; low

    • B. 

      Low ; high

    • C. 

      High ; high

    • D. 

      Low ; low