Chapter 10Diagnosing Errors

Analyzing SkillsPractitioners 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 ObservationsCertain 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 ObservationIdentify the skill’s purpose and key elementsDetermine the viewing perspectiveDecide on the number of observationsConsider capturing the performance on

videotape

Key Elements of Fielding a Ground Ball

Determining the Cause of an Errorand Its Resolution

Errors due to constraintsComprehension errorsErrors in selectionExecution errorsSensory errors

Errors Due to ConstraintsDevelopmental errorEquipmentStructure of the task or drillChanges in the environmentFear

Your PerspectiveHave 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 ErrorsWhen the learner does not understand the

requirements of the skill or what is expectedWhen the learner is trying to correct or refine

skills

Errors in SelectionPerceptual errors:

Does not know what cues to look forCannot distinguish between task-relevant and irrelevant

stimuliFocuses attention on the wrong cues

Decision-making errors:Unable to identify and locate critical cuesDoes not know the relationship between a specific cue

and the appropriate responseRecall errors:

Forgets movements and strategies

Execution ErrorsErrors 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 ErrorsVisual errors:

Visual demands of a sport may exceed what is physically possible

ShadowsImproper 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 skillRefine the skillRebuild 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 PerspectiveYou 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?