Chapter 10

1. Chapter 10 Diagnosing Errors

2. 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.

3. 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.

4. 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

5. Key Elements of Fielding a Ground Ball

6. Determining the Cause of an Errorand Its Resolution • Errors due to constraints • Comprehension errors • Errors in selection • Execution errors • Sensory errors

7. Errors Due to Constraints • Developmental error • Equipment • Structure of the task or drill • Changes in the environment • Fear

8. 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?

9. 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

10. 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

11. 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

12. 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.

13. Possible Causes of Error Related to Motor Learning and Control

14. Should the Error Be Corrected? • Is the learner capable of making a correction? • How much time is needed? • Is the learner motivated?

15. 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

16. Categories of Corrections Reprinted, with permission, from C.A. Coker, 2005, “Teaching tips for simplification,” Teaching Elementary Physical Education (16)6: 8-9.

17. 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?