Diagnosing Errors

Chapter 10

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

Limitations of Observations

Learner may have developed an idiosyncratic technique

– Is the movement problematic from a biomechanics perspective?

Tendency to focus on the outcome of the movement

– Tendency to provide feedback only about those technical aspects of the skill that can be seen

Underlying processes are not directly observable – often overlooked when analyzing skill; is there a perceptual problem? Is there a cognitive problem?

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 and learner can observe together; helps develop error detection ability

Cause of errors

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

Cause of Error

Comprehension Errors

Constraint errors

Selection Errors

Perceptual Errors

Decision-making Errors

Recall Errors

Execution Errors

Neuromuscular Coord. Error

Telegraphing

Sensory

Visual

Proprioception

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

Occur when a learner doesn’t understand the requirements of the skill or what you want them to do

– Re-explain the skill

– Use developmentally appropriate terminology

– Avoid overloading with too much information

– Check for understanding

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 feedback

– Try guidance and/ or a simulator; assistive equipment

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

Perceptual Errors

Occur when learner– Doesn’t know what cues to look for in the

environment ; what was going on in the environment?

– Can’t distinguish between task relevant and irrelevant stimuli ; limited attentional capacity

Focuses his or her attention on the wrong cues

Fails to look at information rich areas in the environment where critical cues occur

– Arousal level not optimal; remember the inverted U?

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

Incorporate strategies to optimize arousal level

Practical Application

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

Decision Making Errors

Select wrong motor program;wrong skill

Select right program but wrong parameters

Fails to reduce number of response alternatives:– High uncertainty of response means higher possibility of

incorrect response

Fails to identify potential predictors: poor prediction of predictors could cause poor response prep and mistiming of response

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

Teach to identify potential predictors

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?

Correction of Recall Errors

Provide reminders

Incorporate attention focusing questioning strategies

– E.g. “What are you going to focus on this time?”

Errors in Neuromuscular Coordination

Not enough practice time to establish the proper coordination; awkward, clumsy movements

Learner lacks underlying abilities; Look @ pp.13-14

Learner lacks prerequisite skills

Negative transfer;previous skill interferes with current skill

Learner consciously attends to the specifics of a skill normally performed automatically;thinking

too much instead of just doing it

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

Execution Error: Telegraphing

Learner reveals his or her intent allowing opponent to prepare in advance

Teach learners to conceal his or her intentions in order to increase opponent’s uncertainty

Sensory Errors

Limitations with sensory receptors– Visual;poor lighting, obstructions, events occurring too fast

– Proprioception; poor balance causing an error/fall; lack of control

Corrections to sensory limitations

Perform with good light situations Teach performer to get optimal vantage point Develop proprioception by balance training

– BAPS boards, balance boards

Should the Error be Corrected?

Is the learner capable of making the correction?

How much time is needed to make the correction?

Is the learner motivated to make the correction?

Practical Application

Choose one: – An accident victim has an above elbow amputation. A prosthetic has

been fitted and the client is beginning physical therapy. Due to loss of proprioception the client will have difficulty learning to do skills that require hand/grip strength. What motor skill errors may occur as a result?

– A young student is having difficulty catching a ball that is thrown underhanded with a high arc. The ball often bounces off the student’s hands or chest. Why might the student be making these errors?

What considerations should be made prior to deciding whether to correct a movement error?