Diagnosing Errors - Motor Learning - Lecture Slides, Slides of Physical Education and Motor Learning

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Diagnosing Errors

Learning process

• Provide learners with information regarding correctness of performance and provide refinement instructions
• Practitioners must accurately analyze motor skills and figure out what to correct and how to correct it

Conducting an Observation

• Identify purpose and key elements of the skill
  • Conduct a skill task analysis
• Determine optimal viewing perspective
  • View from multiple perspectives; step back or up close?
• Decide how many trials to observe for error diagnosis; multiple trials is preferred
• Choose whether or not to videotape; practitioner anddocsity.com

Cause of errors

• Constraints
• Understanding the skill requirement
• Poor selection and slow response prep
• Incorrect response execution
• Visual and proprioception problems

Errors Due to Constraints

• Developmental level;technique may be due to maturation and level of ability
• Equipment; equipment weight, size of equipment, use of equipment
• Structure of the task or drill; practice drill doesn’t meet level of ability or maturation
• Change in environment from closed to open
• Fear

Practical Application

• Based on the previous constraints, what kind of errors might you see from learners with whom you work/teach?

Comprehension Errors During

Skill Refinement

• If learner doesn’t understand what the error is or how it is being created; videotape - Focus attention on sensory consequences; vision, proprioception - Engage learners performance evaluation;questions
• If learner understands the error but is uncertain about how to correct it - Continue to demonstrate and provide feedbackdocsity.com

Errors in Selection

• Must be able to differentiate between moving slowly and initiating movement slowly - Slow movement execution likely due to a problem with technique - Slow movement initiation likely a perceptual or decision-making problem; response preparation is hindered; slow RT

Corrections for Perceptual Errors

• Teach what the critical cues are
• Prompt learner to prepare response sooner
• Directing learner’s attention to where in the environment the critical cues occur
• Providing extensive practice opportunities in a variety of situations that contain common task relevant cues

Practical Application

• What perceptual errors might you find in your work/teaching? - How do you correct these errors?

Corrections for Decision Making

Errors

• Increase performer’s ability to identify and locate critical cues
• Develop stronger cause and effect relationship between specific cues and the appropriate response
• Teach how to systematically look for key performance characteristics when assessing a situation

Recall Errors

• Difficulty remembering movements and strategies because of the passage of time between practice sessions
• Unable to recall what to do in a given situation - Trace decay? Retrieval problem from LTM?

Errors in Neuromuscular

Coordination

• Not enough practice time to establish the proper coordination; awkward, clumsy movements
• Learner lacks underlying abilities; Look @ pp.13-
• Learner lacks prerequisite skills
• Negative transfer;previous skill interferes with current skill
• Learner consciously attends to the specifics of a skill normally performed docsity.com

Correction of Errors in

Neuromuscular Coordination

• Have to be able to distinguish between what learners can do and what they know
• Provide additional opportunities to practice
• Address physical deficits;ie. lack of strength, flexibility
  • Genetic deficiencies won’t be corrected, ie. poor RT/ manual dexterity
• Reallocate attentional focus; through practice one doesn’t need to focus so much on the motor skill