Knowledge of Performance (KP) helps a learner know the quality of their movements. This is sometimes referred to as kinematic feedback and is a type of information that instructors, coaches, and therapists use often in real-world settings. KP provides information about the pattern in space or time either of the movement or of the implement the learner is moving. Examples of this would be a baseball coach saying "your grip on the bat is too low" or a diving coach saying "your tuck wasn't tight enough." This information is different from KR because it does not necessarily provide information about the level of achievement. Instead, KP focuses on the quality of movement.
Data
Participant: Melissa Edwards Experimenter: Marley Simonis
5 to 10 seconds between trials. Knowledge of Results
Trial: CE
1 1.5 inches short
2 1 inch short
3 .5 in short
4 0 [on target]
5 .5 in short
6 .75 in short
7 4 cm too far
8 3 cm too far
9 1 cm too far
10 1 cm too short
[1-Minute break]
11 3 cm too short
12 .5 cm short
13 1 in too far
14 1 in too far
15 1 cm short
16 4 cm short
17 .5 in short
18 .5 cm too far
19 .5 cm short
20 .5 cm far
[1-Minute break]
21 .5 in too far
22 0 [on target]
23 1/20 in too short
24 .5 in too short
25 1/16 in too short
26 .5 in too short
27 1/32 in too short
28 .5 cm too short
29 3/4 in too short
30 3/4 in too far
[5-Minute break]
NO KR: Retention Test
1 3/4 in too short
2 .5 in too short
3 1mm too short
4 0 [on target]
5 .5 in
Participant: Marley Simonis Experimenter: Melissa
Trial KR? CE
1 N 1 in
2 Y 1/16 in
3 Y 3/4 in
4 Y 1/4 in
5 N 1/8 in
6 Y 1/4 in
7 N 1/2 in
8 Y 1/2 in
9 Y 1 in
10 N 0 [on line]
[1-Minute break]
11 N 1/2 in
12 N 0 [on line]
13 N 3/4 in
14 N 1/16 in
15 Y 1 1/4 in
16 Y 1/2 in
17 N 3/4 in
18 N 1/4 in
19 N 1/8 in
20 N 1/2 in
[1-Minute break]
21 N 1/4 in
22 Y 1/2 in
23 N 1/16 in
24 N 1/4 in
25 N 1/4 in
26 Y 1/2 in
27 Y 3/4 in
28 N 1/2 in
29 N 1/2 in
30 N 1/2 in
[5-minute break]
We did not have time to do the retention test.
Melissa's approximate average: .41 in
Marley's approximate average: .52 in
Providing KR seemed to help in this situation. However, sometimes when I requested KR I started doing worse. But overall, since Melissa had better accuracy it seemed that KR was helpful.
One thing I noticed was that Melissa was very dependent on the KR. Once she did not receive them, it was hard for her to figure out where the line was. As I got more comfortable not using KR, my performance increased.
Overall though KR seemed to help. Since we were blind folded in this activity KR was really necessary. This shows how in some sports and activities the learner cannot determine how good or bad their results are and have to have someone to tell them.
Improvement through KR could be seen in Melissa's first few trials as she gradually got closer to the line after receiving each result.
The results matched our expectations. KR wasn't significantly beneficial but helpful enough that both participants were near the line. Only occasionally did we miss the line by a large amount, and that was usually after a long break. When we kept in 5-10sec rhythm we improved.
I surprisingly did better without the KR than I expected. I do not know what to attribute that to. It seemed that sometimes after receiving KR my performance decreased.
One factor that could have contributed to results is the participants ability to remember how far their wrist should slide in order to get the pen on or near the line. Being able to recall what it felt like to get it on the line could greatly help in accuracy.
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