Every action we make has multisensory consequences. Consider the case of a tennis player executing a serve. Each movement, from the first ritualistic bounce of the ball during the preparation for the serve, to the repositioning of the feet and body in preparation for the return excites receptors in the eyes, ears, skin, muscles, joints, and vestibular apparatus that provide a stream of information about the movement pattern and success of the serve. This task-intrinsic feedback is continuously and concurrently available during the serve, providing real-time updates about the state of the external environment, the state of the body, and the relation between the body and the environment. It can be used to monitor performance and make improvements across practice attempts. A critical question for researchers and practitioners interested in skill acquisition is whether additional feedback (or augmented feedback) could be provided to facilitate the leaming process. We attempt to answer this question in this chapter. We begin by describing the different types and functions of augmented feedback and then focus on what aspect of the skill to provide feedback on, when to provide it, and how to provide it, based on the sensory modalities that can be utilized. The focus throughout the chapter is on providing augmented feedback in such a way that it is likely to enhance learning. We reference recent and classic research studies to highlight the various factors that need consideration for the most effective utilization of augmented feedback.
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