Abstract

According to SWINNEN, NICHOLSON, SCHAPIRO researches there is a lack of any degraded learning when the feedback delays are lengthened. According to Polish psychologist TOMASZEWSKI, during the learning process, the information chaos received by learners, must be ordered by reinforces. The reinforces must appear no later than 15 seconds after a movement. It is needed to transfer the information from Short time memory (STM) to long time memory (LTM). In this case reinforces mean e.g. emotional stimulus connected with achieving a goal (jump 6.0 m long); feedback from a teacher; a repetition of well-done movement; an applause of the audience (TOMASZEWSKI). SCHMIDT recognises three levels of feedback. The first one comes from muscles the second one gives us information about joint position and body position. These two levels are mostly intrinsic. The last level of feedback comes from the environment. Obviously, knowledge of results is an extrinsic feedback. These two contradictory theories made me find out what is the effectiveness of learning process, if the feedback and knowledge of results are delayed for 45 minutes (the time of one primary school lesson in Poland). It goes without saying that delayed feedback meant the feedback from the teacher (environment), delayed vision feedback and knowledge of results. (Introduction)