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Just because my family had so much fun helping me making my videos :)

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Uploaded by MiKayla Scott on 2015-12-22.

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Augmented feedback is info given about a performed skill from an external source. This feedback can be verbal or visual from video playback, biofeedback, and movement kinematics.

In diving we provide the divers with augmented feedback after most dives, even though this may be providing it too often. We tend to provide knowledge of performance feedback which is either descriptive or prescriptive. For verbal augmented feedback, we typically provide descriptive feedback because most of the athletes have been diving for years and know what to fix if you tell them what looked wrong. For visual feedback there are video systems set up that are on a 10 second delay for playback. This allows the diver to do a dive and then see it played back when they surface on the water, allowing them to receive visual augmented feedback.

When deciding what verbal knowledge of performance feedback to provide the divers with, we first determine what corrections are most crucial to performing the dive at the highest level possible. Typically these corrections include getting higher on their hurdle, swinging their arms faster on the board, and waiting for the board to come all the way up beneath them before letting their feet leave it. After these are corrected we can move onto some of the smaller details shown in the image below, such as pointed toes, straight knees, etc.

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In this stage the skill has become automatic for the performer. They no longer need to give a lot of attention to the skill and can even think about other things simultaneously without negatively impacting their performance on the original skill. They are also able to detect and correct errors in their movements. This video of Ryan Lochte shows him performing the backstroke in the autonomous stage. He clearly has a very set motor pattern for the skill and because he can swim so quickly it can be inferred that he no longer needs to think about the details of the stroke and can do it automatically.

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Several angles of Ryan Lochte's superb backstroke

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In this stage the performer determines the best strategies for doing the skill, establishes the motor pattern for the skill, and their improvement becomes much more gradual. This swimmer appears to be in the associative stage as they are able to properly perform backstroke but still have some improvement they can make. They have the general motor pattern down so they have clearly figured out what the best strategies for doing the stroke are.

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PAUL R GRACE swim meet First Place Backstroke July 9, 2011

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Paul R Grace swims the 9-10 backstroke and wins first place in the Simi Valley Swim Meet. Paul Grace also finished second in the 100 IM. Westlake Village. Thousand Oaks. Paul Grace. Child Prodigy. Child prodigy swimmer. PRG4

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In the cognitive phase the performer is relying highly on cognitive processes to perform the skill. They will improve great amounts quickly but their performance will be inconsistent. When teaching swim lessons I had to tell the kids to think about different things when learning backstroke for the first time: chin to the ceiling, belly up, kick hard, move only one arm at a time. The kids initially had a hard time with the stroke because there was so much to think about but as they developed strategies to integrate these different things together they were able to improve significantly in a short amount of time.

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Fitts and Posner suggested that there are 3 stages a person goes through when learning a new skill.

1. Cognitive

2. Associative

3. Autonomous

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It has been shown that having variability in practice allows for more improvement in performance of a skill. Improvement in the acquisition phase of the skill will be slower in random practice than blocked but the random practice will show better retention of the skill after a period of not practicing.

An example of this variable practice is shown in this video of the UW diving team practice. The diver is performing a different dive each time she goes up to the board rather than doing all of her front dives followed by all of her backs then all reverses and all inwards.

Practice variability can lead to disruptions in memory and performance called contextual interference. One hypothesis for CI is the elaboration hypothesis. In the example of diving, this hypothesis would suggest that because the diver is using different strategies on each type of dive, she is doing more compare and contrast between the dives keeping these in her working memory. The other hypothesis is the action plan reconstruction hypothesis. Again in the case of diving, after the diver does a front dive she much leave behind that action plan to go on to do a back dive. When she comes back to the front dive she must recreate the action plan, making it more permanent in her brain allowing for better retention later on.

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Uploaded by MiKayla Scott on 2015-12-22.

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3 systems used to classify motor skills are size of primary musculature required, distinctness of movements, and environmental stability.

Size of primary musculature can be fine or gross. Clicking a pen is an example of fine because the muscles used are small while picking up my dog is gross because large muscles are used.

Distinctness of movements can be discrete, serial, or continuous. Throwing my dog's toy is discrete because there is a clear beginning and end to the skill. Lighting a candle is serial because there are multiple discrete skills (push button, light flame, light candle, turn off lighter). Steering a steering wheel is a continuous skill because there are no distinct beginning and ending points.

Environmental stability can be open or closed. Playing basketball with my brother is open because I need to act based on the changing environment (what my brother is doing). Putting up ornaments is a closed skill because I initiate the movements and the environment is stable while the skill is being performed.

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Uploaded by MiKayla Scott on 2015-12-22.

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In the expanded information processing model, a stimulus comes in and is processed in the black box which includes stimulus identification, response selection, and response programming, and then a movement is produced.

A hitter in baseball shows this model when they decide to swing, bunt, or not swing at all. The input/stimulus is the pitch coming at them. The batter identifies the stimulus as what type of pitch it is an the speed it is going. They then decide if they will bunt, swing, or watch the pitch go by. After selecting a response the batter programs that response in their mind and that program allows for an output/movement to be made.