=Paper=
{{Paper
|id=Vol-3247/paper5
|storemode=property
|title=Considerations in Feedback and Periodization for the Multimodal Learning Experience of Running via Wearable Devices
|pdfUrl=https://ceur-ws.org/Vol-3247/paper5.pdf
|volume=Vol-3247
|authors=Fernando Pedro Cardenas Hernandez,Jan Schneider
|dblpUrl=https://dblp.org/rec/conf/ectel/HernandezS22
}}
==Considerations in Feedback and Periodization for the Multimodal Learning Experience of Running via Wearable Devices==
https://ceur-ws.org/Vol-3247/paper5.pdf
Considerations in Feedback and Periodization for the
Multimodal Learning Experience of Running via Wearable
Devices
Fernando P. Cardenas Hernandez 1 and Jan Schneider 1
1
Information Center for Education, DIPF Leibniz Institute for Research and Information in Education, Rostocker Straße 6,
60323 Frankfurt am Main, Germany
Abstract
For the integral learning/training of a psychomotor activity such as running, it is necessary to
target not only the physical aspects but also the technical and mental aspects that make it up,
an alternative to solve this issue is through the understanding and consideration of feedback
and periodization, which are elements that constitute and influence transcendentally and
differently each of the three aspects involved. That is why, in this paper, some of the definitions
and classifications commonly used in the study of psychomotor skills are first cited. Likewise,
the use of wearable devices is proposed as a multimodal and main technology to analyze both
elements since they have provided positive results in the same field of research. Subsequently,
important considerations are discussed which could serve as a starting point or a conceptual
reference for the correct application and analysis of feedback and periodization in each aspect
of running and possibly other similar psychomotor skills.
Keywords 1
Feedback, Periodization, Multimodal, Adaptation, Sensors, Augmented and Virtual Reality
1. Introduction
Running is an activity that most healthy humans after 18 to 24 months of age can do
naturally. However, running fast and long distances requires a decent amount of training as
well as training the many aspects that compose it such as the physical, technical, and mental
aspects.
First of all, training the physical aspect allows runners to increase their strength, and
flexibility [1]. Likewise, training the technical aspect allows runners to improve their efficiency
of movement, helping them to run faster and longer distances while reducing the risk of injury
[2]. Finally, training the mental aspect allows runners to maintain motivation, concentration,
mental toughness, regulated cognitive load, strategy, and decision-making during training and
competition [3,4,5].
To methodologically train and improve these aspects, any intended intervention must
appraise feedback and periodization. We argue that a Multimodal Learning Experiences
(MLX) approach, which exploits the use of sensor and immersive technologies in authentic
practice settings, can be used to support the feedback and periodization for the physical,
technical, and mental aspects of running. Therefore, in this workshop paper, we present
relevant considerations that serve as starting points for MLX research concerning the feedback
and periodization of running.
MILeS 22: Proceedings of the second international workshop on Multimodal Immersive Learning Systems, September 13,
2022, Toulouse, France
cardenas@dipf.de (F. P. Cardenas Hernandez); Schneider.Jan@dipf.de (J. Schneider)
0000-0002-0592-163X (F. P. Cardenas Hernandez); 0000-0001-8578-6409 (J. Schneider)
©️ 2021 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR Workshop Proceedings (CEUR-WS.org)
2. Background
MLX can be defined as the digital enhancement of any learning activity, which occurs in an
authentic learning setting and is analyzed with more than two modalities. It is based on three
basic principles: the use of sensors, authentic practice, and immersive and ubiquitous
technologies. MLX has shown to support the practice of different skills, such as the simulation
of medical techniques with the cardiopulmonary resuscitation tutor [6], the development of
calligraphy skills with the sensor-based calligraphy trainer [7], and the practice of nonverbal
communication skills for presentations with the presentation trainer [8]. Therefore, we consider
it a proper approach to support the feedback and periodization of running.
2.1. Feedback
Feedback is information that people receive about their performance to identify which
responses are effective or ineffective for the purpose of acquiring new skills or improving
future performance [9, 10]. Based on the origin or source of the information received by the
person, feedback can be categorized into: a) intrinsic or non-augmented feedback: the
information is of a sensory-perceptive type which is originated by the person through diverse
sensory processes such as vision, audition and touch. b) extrinsic or augmented feedback (AF):
the supplemental information comes from a source extrinsic to the person, i.e. an outside source
provides additional information [11].
AF feedback has several dimensions. In terms of the content it conveys, it can be classified
in two different categories. The first one is knowledge of result where the feedback information
is about the performance outcome i.e. goal achievements. (e.g. success/failure, scores, and
dimensions). The second one is knowledge of performance where the feedback information is
related to performance nature and its descriptive patterns, i.e. execution quality (e.g.
assessment of limb positions) [12, 13].
A second dimension of the AF concerns its timing and frequency. In terms of timing, AF
can be concurrent or real time feedback when the information is presented to the learner during
the actual performance. If the presentation of information is without interruptions, then the
concurrent feedback is called immediate or continuous concurrent feedback. On the other hand,
if the presentation is with interruptions, it is referred to as intermittent or discontinuous
concurrent feedback. In case the feedback provides the information after the learner completes
the task or performance, it is called terminal feedback [12, 14]. Considering its frequency
variable, the AF is divided into faded feedback which is characterized by a decrease in
frequency over time and increasing feedback whose frequency increases over time [10].
Another important dimension of AF considers the affective aspects of the presented
information. In this respect, the feedback can be positive or negative. Positive feedback delivers
encouraging data to the learner or focuses mainly on successful trials, whereas, negative
feedback does the opposite [15].
Other dimensions of feedback based on different principles are: a) bandwidth feedback: the
information is presented only if the learner’s performance falls outside of an acceptable range
of performance [16]; b) self-controlled feedback: learners choose “when” (sometimes also
“what” and “how”) to receive the feedback [17]; c) subliminal or metaphorical feedback: the
information is given by metaphors/analogies as instructions; d) social comparative or
normative feedback: the information provided gives a reference on the global or average
performance within a group which serves as a standard for the learners [18].
Finally, based on the feedback modalities, if the feedback relies on a single modality, it is
called unimodal feedback; in the event that the feedback uses numerous modalities, it is named
multimodal feedback. Unimodal feedback is commonly classified as visual, auditory, and
haptic [19].
2.2. Periodization
The concept of periodization refers to a frequently used strategy for the planning and
organization of events associated with physical adaptation to chronologically enhance the
performance of athletes at specific time points without endangering their health. To handle the
training process management, periodization fragments the entire training season into three
interrelated periodic time units called cycles [20]: a) Macrocycle is the longest cycle and
corresponds to a single training season dedicated to successfully achieving the athletes’ long-
term goal. b) Mesocycle is the medium-term cycle resulting from the dissection of the
macrocycle into subunits that are usually months or weeks. A mesocycle is the minimum period
of time to produce a relative adaptation [21]. c) Microcycle is the shortest cycle of the
periodization, normally calculated in days or weeks. A set of microcycles constitutes a
mesocycle. Additionally, although they are not defined as cycles, daily training sessions or
even subunits of these training sessions are the basic constituents of microcycles [20]. It is
worthy to say that periodization is referred to training the physical aspect and it is normally
planned by coaches, however, the application of periodization in the training of technical and
mental aspects is not properly defined or systematized.
3. MLX Considerations of Feedback and Periodization
3.1. Logistical Considerations
An MLX system designed to support the development of psychomotor skills, such as
running, has to provide useful feedback to the learners. This means that the feedback must be
AF. However, constantly providing feedback to learners might lead to a dependency on AF,
and hence hinder the development of the skills. Therefore, it is important to consider
mechanisms for fading out the feedback as learners develop their skills so that the original AF
eventually becomes intrinsic feedback. In other words, the MLX system should help learners
to become independent from external sources.
Regarding the type of information contained in the feedback, it is suggested that the
knowledge of performance feedback is more appropriate to target the technical aspect since it
is expected to influence the running form through the qualitative assessment of the movements
and positions of body parts. Knowledge of result feedback should be used mainly in the
physical aspect because it is proposed that the information transmitted is related to the results
from kinematic parameters (e.g. speed and acceleration). The mental aspect could also use
knowledge of result feedback, through the use of scales or scores linked to the decisions or
actions taken by the learner in training or interventions created in the virtual/extended world.
Besides, considering the efficacy demonstrated in the learning process in previous studies
[15,18], the use of positive feedback and normative feedback is advisable in each of the aspects
of running.
Speaking of periodization, as it is not well defined in the mental and technical aspects, we
concentrated and proposed some starting points for their study. To develop a mental and
technical periodization that makes use of Augmented and Virtual Reality (AR/VR) glasses, the
cybersickness produced by these devices is considered, that is why "virtual" interventions of
no more than 10 minutes are recommended [22]. Virtual interventions aimed at influencing the
mental aspect should be performed around 6 hours before the training of the physical or
technical aspects to avoid cognitive overload caused by an excess of continuous information;
in that way the athlete could gradually assimilate the information and make it part of their
inherent or internal knowledge similar to intrinsic feedback.
On the other hand, it is proposed that virtual interventions aimed at influencing the technical
aspect should be done separately from physical and mental training. They could also be done
before or during the physical aspect warm-up, as long as the intervention only contains an
instruction or command. Finally, to elaborate the periodization of the mental and technical
aspects, we consider elaborate interventions that are aligned with the periodization of macro,
meso, and micro cycles.
3.2. Technological Considerations
Not all sensors and immersive devices are appropriate to be used in all aspects of running,
given that they can indirectly modify the results of training or interventions; considering this,
the most appropriate devices for each aspect must first be described.
The application of AR/VR glasses restricts training to activities that are static or not very
dynamic because these devices impede the natural movement of people. In the particular case
of running, it involves rapid and dynamic body movements that in turn generate perspiration
that can affect AR/VR glasses, thus, the use of this technology to provide feedback or
periodization while running is not recommended. However, the mental and technical aspects
can be addressed if static or non-very-dynamic activities or interventions are properly designed
with the restrictions imposed by AR/VR glasses; for example, virtual/augmented scenarios can
be created to induce “virtual experience”.
According to running coaches, the physical aspect of running should be done outdoors as
much as possible. Even when treadmills can be used to train it, its use should only be as a
complementary tool but not as a main learning method since treadmills modify in a certain way
the natural running gait of people. For this reason, static cameras are not suitable for MLX
running systems; sensors and actuators analyzing and providing feedback while training the
physical aspects of running should be able to follow the learner. Therefore, the use of wearable
accelerometers and/or smartwatches along with smartphones and their respective embedded
microphones and speakers represent the most viable alternatives for providing feedback
outdoors in this regard. Besides, these devices can also be used to give feedback on the
technical aspect. In this way, about the feedback modality, it is proposed that the physical
aspect should mainly use auditory feedback (earphones), the feedback on the mental aspect
should be primarily visual (AR/VR lenses), and the technical aspect can be favored by both
auditory and visual feedback depending on the type of intervention designed.
4. Conclusions and Future Research
This workshop paper aims to make readers aware of the relevance of feedback and
periodization for the development of an MLX system designed to support the development of
running skills. It provides a synthesis of our research in the field that shows some logistical
and technological considerations needed to conduct further research on this topic. Figure 1
shows some of these considerations. Some questions that can lead future research on this topic
are the following:
● Q1: How to integrate various types of feedback or modalities to correctly train each
aspect?
● Q2: How can we evaluate the efficacy of the proposed periodization and feedback in
technical and mental elements?
● Q3: Is it possible to target physical, technical and mental aspects in parallel? If so, how?
● Q4: How to develop a periodization plan or protocol based on the results obtained from
virtual and non-virtual interventions?
● Q5: What particular factors should be considered to elaborate a periodization for each
aspect?
Figure. 1. Logistical and technological considerations for the development of the MLX system.
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