mcsa

Automated feedback in team sports can be categorized into two types: knowledge of result feedback and knowledge of performance feedback. Knowledge of result feedback focuses on the success or failure of a skill, while knowledge of performance feedback provides information on the characteristics of the movement being performed. Feedback given after the performance is more effective in reducing confusion and enhancing learning. Automated feedback can be used to improve practice, learning, and reduce injury risk in skills like ball control and hitting. Coaches should provide spaced out knowledge of performance feedback to athletes during skill practice. Athletes benefit from receiving intrinsic task specific feedback and visual knowledge of results augmented feedback. Augmented feedback is effective in increasing motor skill acquisition and learning, and can also be applied to injury prevention. Timing of feedback is crucial, with terminal feedback being more effective than concurrent fee There are two types of automated feedback in team sports. There is knowledge of result feedback, where it's based on success or failure of the skill. It's usually vision based and it allows the athletes to connect with intrinsic to specific feedback. An example of this would be, that kick went to the right, which they would think to themselves or from an external source, the coach would tell them that that kick went to the right. There is also knowledge of performance feedback, where a coach gives feedback on the characteristics of the movement that is being performed. It is best when this feedback is given terminally, which means after the performance, because this can reduce the amount of confusion and allow the athlete to learn a bit better. An example of this is, you dropped the ball too far to the right of your body on that kick. It could also be saying, you didn't get low enough during that tackle or you didn't get enough rotation. In applications of automated feedback in team sports, your hips did not rotate enough. Improving practice, improving learning and decreasing injury risk. This is commonly done in two skills, such as keeping a ball and hitting a ball. Athletes can spend hours practicing these skills repeatedly to improve them. In motor skill and skill acquisition and learning, coaches can benefit from providing spaced out knowledge of performance based augmented feedback to their athletes when practicing skills. While practicing independently, athletes will only receive a visual knowledge of results augmented feedback. Athletes can learn better when they receive performance coach augmented feedback, which includes intrinsic task specific feedback. Athletes can also utilise knowledge of result augmented feedback, as they generally have vision of the skills they are performing and the outcomes of each time they perform a skill. In team sports, augmented feedback is an effective mechanism for increasing motor skill acquisition and learning. This can be applied to skills in injury prevention, both of which are crucial to sports teams and athletes. When athletes are practicing a skill with adequate intrinsic task specific feedback, performance based feedback is not as important. This can help coaches better choose what drills to supervise. The timing of augmented feedback can influence the effectiveness of feedback. Terminal feedback is more effective, as concurrent feedback can confuse the performer and reduce their interpretation of intrinsic feedback. This is important to know so that coaches can allow the athlete to make multiple attempts at a skill before the coach provides any augmented feedback. This feedback can be verbal or visual, by showing them a video of their performance after they have completed it, or talking to the athlete and giving feedback face to face. This same principle can be applied to improving landing mechanics, which play a major part in injury risk. A study by Meyer and others from 2013 demonstrated that the augmented feedback intervention significantly improved the participant's landing mechanics compared to a control group. This can be an effective way of improving practice, as landing mechanics drills can be easily added to conditioning programs and then improved further using augmented feedback. There have also been instances where simple cues, such as telling athletes to land softly, can help reduce peak ground reaction force, which is helpful in the reduction of injury risk. In team sports, such as soccer, rugby and Australian football, the external provision of knowledge of result augmented feedback is pointless. Your kick went to the right does not help an athlete who can already see that, whereas a coach saying you dropped the ball too far to the right of your body on that kick is a great form of knowledge of performance augmented feedback. The combination of visual knowledge of result augmented feedback and verbal knowledge of performance augmented feedback can significantly improve learning. Athletes can also gain augmented feedback from video footage, vibrations, haptics or audio feedback.