Coker2e_Ch10
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Transcript Coker2e_Ch10
Diagnosing Errors
Analyzing Skills
Practitioners must be able to analyze performance
accurately and determine if an error exists, its
cause, and how to fix it.
May compare a learner’s technique to that of a highly
skilled individual.
Need to understand the limitations of observation.
Should realize that some errors may result from
problems related to motor learning and control and not
from poor technique.
Limitations of Observations
Certain techniques may be inappropriate due to
individual differences.
An observed flaw may have various underlying
causes.
Errors are not always the result of poor technique.
Planning an Observation
Identify the skill’s purpose and key elements
Determine the viewing perspective
Decide on the number of observations
Consider capturing the performance on
videotape
Key Elements of Fielding a Ground Ball
Determining the Cause of an Error
and Its Resolution
Errors due to constraints
Comprehension errors
Errors in selection
Execution errors
Sensory errors
Errors Due to Constraints
Developmental error
Equipment
Structure of the task or drill
Changes in the environment
Fear
Your Perspective
Have you ever been afraid to try to learn a new
skill? How have you pushed past that fear? Or
are you still afraid of that particular activity?
How would you help a roommate push past a
fear? Your grandmother? A young child?
Comprehension Errors
When the learner does not understand the
requirements of the skill or what is expected
When the learner is trying to correct or refine
skills
Errors in Selection
Perceptual errors:
Does not know what cues to look for
Cannot distinguish between task-relevant and irrelevant
stimuli
Focuses attention on the wrong cues
Decision-making errors:
Unable to identify and locate critical cues
Does not know the relationship between a specific cue
and the appropriate response
Recall errors:
Forgets movements and strategies
Execution Errors
Errors in neuromuscular coordination:
Has not had enough practice time to establish proper
coordination
Lacks necessary abilities or physical prerequisites to
develop a high degree of proficiency
Speed–accuracy tradeoff:
May need to slow down or speed up a movement
Telegraphing:
Reveals intent to an opponent, thus giving the
opponent the advantage
Sensory Errors
Visual errors:
Visual demands of a sport may exceed what is
physically possible
Shadows
Improper vantage point or obstruction
Proprioception errors:
Proprioceptive deficits—from muscular pain or
injury.
Possible Causes of Error Related to
Motor Learning and Control
Should the Error Be Corrected?
Is the learner capable of making a
correction?
How much time is needed?
Is the learner motivated?
Type of Correction
Has an Impact on How Much Time Is Needed
Retry the skill
Refine the skill
Rebuild the motor program or
pattern of coordination
Categories of Corrections
Reprinted, with permission, from C.A. Coker, 2005, “Teaching tips for
simplification,” Teaching Elementary Physical Education (16)6: 8-9.
Your Perspective
You are tossing a baseball in the backyard with
your 7-year-old nephew and you spot an error
with his throw.
What do you tell him?
How do you tell him?
How would this differ if it was your brother who
had the error in throwing technique?