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AUTHOR Lindquist, Edith L.TITLE Study of the Cognitive Plan in the Acquisition of

Complex Motor Skill. Continuation of Study I: GoodMotor Learners. Final Report.

INSTITUTION San Jose State Coll., Calif.SPONS AGENCY Office of Education (DHEW), Washington, D.C. Bureau

of Research.BUREAU NO BR-9-I-107PUB DATE Apr 71GRANT OEG-9-70-0012(057)NOTE 266p.

EDRS PRICEDESCRIPTORS

EDRS Price MF-$0.65 HC-$9.87Child Development, Human Development, *IndividualDevelopment, Learning, Learning Processes, *MotorDevelopment, *Perceptual Motor Coordination,*Perceptual Motor Learning, Performance Factors,Psychomotor Skills, *Skill Development

ABSTRACTThis study continues the investigation of the

general organizational plan used by good motor learners in acquiringa complex motor skill (tennis serve). The General Serve ProblemSolving Model (GSPS), developed in earlier research, was utilized inan effort to improve and broaden it so that other types of learnersmay be studied and compared. Six subjects were observed over sevenone-half hour learning sessions. They learned to serve by observing aloop film and still pictures and by asking questions. Resultsindicate that the model, in order to fit these six subjects, neededcertain revisions. These are discussed. (Author/TL)

. 1

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FINAL REPORT

Project No. 9-1-107

GI-ant No. OEG -9 -70- 0012(057)

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STUDY OF THE COGNITIVE PLAN IN THE ACQUISITION OF

COMPLEX MOTOR SKILL. CONTINUATION OF STUDY 1:

GOOD MOTOR LEARNERS

EDITH L. LINDQUIST

DEPARTMENT OF PHYSICAL EDUCATION FOR WOMEN

SAN JOSE STATE COLLEGE

SAN JOSE, CALIFORNIA 95114

April 1971

U.S. DEPARTMENT OFHEALTH, EDUCATION, AND WELFARE

Office of EducationBureau of Research

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FINAL REPORT

PROJECT No. 9-I-1C7

GRANT No. 0EG-9-70-0012(057)

STUDY OF THE COGNITIVE PLAN IN THE ACQUISITION OF

COMPLEX MOTOR SKILL. CONTINUATION OF STUDY I:

GOOD MOTOR LEARNERS.

Edith L. Lindquist

San Jose State College

San Jose, California 95114

April 1971

The research reported herein was performed pur-suant to a grant with the Office of Education,U. S, Department of Health, Education, and Welfare.Contractors undertaking such projects under Govern-ment sponsorship are encouraged to express freelytheir professional iuegment in the conduct of theproject. Points of view or opinions stated do not,therefore, necessarily represent official Officeof Education position or policy.

U.S. DEPARTMENT OFHEALTH, EDUCATION, AND WELFARE

Office of EducationBureau of Research

rftern V6, '

Chapter

CONTENTS

Page

ABSTRACT vii

I. INTRODUCTION ANT) PURPOSES 1Justification and Limitations 2Definition cf Terms 2

II. PROCEDURES FOR GATHERING DATA 5

III. METHODS OF ANALYSIS 7Individual Subject Analysis 7Group Analysis 9

IV. RESULTS AND DISCUSSION 11Subject One 11Subjects Two 20Subject Three 30Subject Four 39Subject Five 48Subject Six 53

V. RESULTS AND DISCUSSION 70Comparison of Subjects 70

VI. REVISED GSPb MODEL 76

VII. CONCLUSIONS 78

VIII. RECOMMENDATIONS 80

REFERENCES 81

BIBLIOGRAPHY 83

APPENDIXES: GENERAL

I. The First OSPS Model 91II. Speed-Accuracy Score Sheet 93

III. Instructions to the Subject (Taped) . 94IV. Motor Behavior Analysis . . 96V. Verbal Behavior Analysis (Form) . . . 98

VI. Abbreviations and Symbols Used ie. theFollowing Appendixes 99

SUBJECT ONE

VII. Hewitt Serve Test Score Analysis . . . . 102VIII. Accuraoy-Speed Mean Daily Scores . . . 102

IX. Order Subject 1 Reads in Variables,Values, Properties, and Elementn . . 103

3

CONTENTS (continued)

Appendixes Page

X. Verbal-Motor Behavior Graph 105XI. Synopsis of Verbal-Motor

Behavior Graph 116XII. Analysis of Verbal 1,=ublems by

Motor Plot Scores 117XIII. Analysis of Highest Scores During

Each Problem 119XIV. Increases and Decreases in Motor

Performance Scores Within andBetween Days 121

XV. The Effects of Rest Upon the Within-Day Increases and Decreases ofMotor Performance Scores 121

XVI. Analysis of Verbal Problems byAccuracy /Speed Scores 122

XVII. Increases and Decreases in Accuracyand Speed Scores Within andBetween Days 123

XVIII. The Effects of Rest Upon the Within-Day Increases and Decreases ofAccuracy and Speed Scores 123

SUBJECT IMO

XIX. Hewitt Serve Test Score Analysis . . . .

XX. Accuracy-Speed Mean Daily Scores .

XXI. Order qubject 2 Reads in Variables,Values, Properti3s, and Elements .

XXII. Verbal-Motor Behavior GraphXXIII. Synopsis of Verbal-Motor

Behavior GraphXXIV. Analysis of Verbal Problems by

Motor Plot ScoresXXV. Analysis of Highest Scores During

Each ProblemXXVI. Increases and Decreases in Motor

Performance Scores iithin andBetween Days

XXVII. The Effects of Rest Upon the Within-Day Increases and Decreases ofMotor Performanca Scores

XXVIII. Analysis of Verbal Problems byAccuracy/Speed Scores

XXIX. Increases and Decreases in Accuracyand Speed Scores Within andBetween Days

XXX. The Efieots of Rest Upon the Within-Day Increases and Decreases ofAccuracy and Speed scores

z

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1.1

124124

125127

144

145

147

149

14911

150

152

152

;1


Appendixes

SUBJECT THREE

Page

XXXI. Hewitt Serve Test Score Analysis . . . . 153XXXII. Accuracy -Speed Mean Daily Scores . . . . 153

XXXIII. Order Subject 3 Reads in Variables,Values, Properties, and Elements . . . 154

XXXIV. Verbal -Motor Behavior Graph 156XXXV. Synopsis of Verbal-Motor

Behavior Graph 165XXXVI. Analysis of Verbal Problems by

Motor Plot Scores 166XXXVII. Analysis of Highest Scores During

Each Problem 167XXXVIII. Increases and Decreases in Motor


XXXIX. The Effecte of Rest Upon the Within-Day Increases ani Decreases ofMotor Performance Scores . . . 169

XL. Analysis of Verbal Problems byAccuracy /Speed Scores 170

XLI. Increases and Decreases in Accuracyand Speed Scores Within andBetween Days 171

XLII. The Effects of Rest Upon the Within-Day Increases and Decreases ofAccuracy and Speed Scores 171

SUBJECT FOUR

XLIII. Hewitt Serve Test Score Analysis . . . . 172XLIV. Accuracy-Speed Mean Daily Scores . . . . 172XLV. Order Subject 4 Reads in Variables,

Values, Properties, and Elements . . . 173XLVI. Verbal-Motor Behavior Graph 175

XIVII. Synopsis of Verbal-MotorBehavior Graph 190

XLVIII. Analysis of Verbal Problems byMotor Plot Scores 191

XLIX. Analysis of Highest Scores DuringEach Problem 193

L. Increases and Deoreases in MotorPerformance Scores Within andBetween Days 195

LI. Tht Effects of Rest Upon the Within-Day Increases and Decreases of

. Motor Performance Scores 195LII. Analysis of Verbal Problems by

Acouraoy /Speed Scores 196LIII. :Increases and Deoreases in Accuraoy

and Speed Scores Within andBetween Days 197

iii


Appendixes

LTV. The Effects of Rest Upon the Within-Day Increases and Decreases ofAccuracy and Speed Scores

SUBJECT FIVE

Page

197

LV. Hewitt Serve Test Score Analysis . . . . 198LVI. Accuracy-Speed Mean Daily Scores . . . . 198

LVII. Order Subject 5 Reads in Variables,Values, Prop. ties, and Elements . . . 199

LVIII. Verbal-Motor Behavior Graph 201LIX. Synopsis of Verbal-Motor

Behavior Graph 211LX. Analysi3 of Verbal Problems by

Motor Plot Scores 212LXI. Analysiu of Highest Scores During

Each Problem 214LXII. Increases and Decl.eLses in Motor


LXIII. The Meets of Rest Upon the Within-Day Increases and Decreases ofMotor Performance Scores 216

LXIV. Analysis of Verbal Problems byAccuracy/Speed Scores 217

'XV. Increases and Decreases in Accuracyand Speed Scores Within andBetween Days 218

LXV1. The Effects of Rest Upon the Withia-Day Increases and Decreases ofAccuraoy and Speed Scores 218

SUBJECT SIX

LXVII. Hewitt Serve Test Score Analysis . . . . 219LXVIII. Accuracy-Speed Mean Daily Scores . . . . 219

LXIX. Order Subject 6 Reads in Variables,Values, Properties, and Elements . . 220

LXX. Verbal-Motor Behavior Graph 222LXXI. Synopsis of Verbal-Motor

Behavior Graph 235LXX1I. Analysis of Verbal Probiome by

Motor Plot Scores 236LXXIII. Analysis of Highest Scores During

Each Problem 238LXXIV. Increases and Decreases in Motor


iv

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Appendixes

LXXV.

LXXVI.

LXXVII.

LXXVIII.

LXXIX.LXXX.

LXXXI.LXXXII.

11XXI]I.LXXXIV.LXXXV.

LXXXVI.

LXXXVII.LXXXVIII.LXXXIX.

XC.

XCI.

,re ow, "1.110A "prelle4...es


Page

The Effects of Rest Upon the Within-Day Increases and Decreases ofMotor Performance Scores 240

Analysis of Verbal Problems byAccuracy/Speed Scores 241

Increases and Decreases in Accuracyand Speed Scores Within andBetween Days 242

The Effects of Rest Upon the Within-Day Increases and Decreases ofAccuracy ar Speed Scores 242

COMPARISON OF SUBJECTS

Initial Wallboard Test 243Hewitt Serve Accuracy Tests 243Hewitt Serve Speed Tests' 243Mean Daily Accuracy Scores 244Mean Daily Speed Scores 244Range of Motor Scores 244Performance Scores by All Subjects

on All Motor Tests 245Rank Order by Subjects on theMotor Scores 245

Total Test Ranking 245Number of Variables Read in Daily . . 20Comparison of Betwuen-Day Tncreases

and Decreases in MotorPerformance Scores 246

Within-Day Increases and Decreasesin Motor Performance Scores 247

The Effects of Rest Upon the Within. Day Increases and Decreasesof Motor Performance Scores 247

XCII. Between Day Increases and Delresesin Aocuraoy and Speed Scores 248

XCIII. WithinDay Increases and Decreasesin Accuracy and Speed Scores 249

XCIV. The Effects of Rest Upon the Within-. Day Inoreases and Decreases ofAcouraoy and Speed Scores . . . . . . 250

XCV. Analysis of Episodes of HighestScores by General Plan 251

XCVI. Model Changes 252XCVII. Analysis of Properties 253

XCVIII. .Rank Order of Elements and Propertiesto Determine Priority 255

XCVIV. Revised GSP8 Model Diagrammed 256

v .

LIST OF ILLUSTRATIONS

Figure Page

1. Subject One. Plot of High Motor PerformanceScores by Problems 13

2. Subject One. Plot of Mean Motor PerformanceScores by Problems 15

3. Subject One Plot of High Accuracy aidSpeed Scores by Problems 18

4. Subject One. Plot of Mean Accuracy apdSpeed Scores by Problems 19

5. Subject Two. Plot of High Motor PerformanceScores by Problems 23

6. Subject Two. Plot of Mean Motor PerformanceScores by Problems 25

7. Subject Two. Plot of High Accuracy andSpeed Scores by Problems 27

8. Subject Two. Plot of Mean Accuracy andSpeed Scores by Problems 28

9. Subject Three. Plot of High Motor PerformanceScores by Problems 32

10. Subject Three. Plot of Mean Motor PerformanceScores by Problems 34

11. Subject Three. Plot of High Accuracy andSpeed Scores by Problems 35

12. Subject Throe. Plot of Mean Accuracy andSpeed Scor.'s by Problems 38

13. Subject Four. Plot of High Motor PerformanceScorer by Problems

. 4214. Subject Four. Plot of Mean Motor Performance

Scores by Problems 4315. Subject Four. Plot of High Accuracy and

Speed Scores by Problems 4616. Subject Four. Plot of Meal; Accurucy and

Speed Scores by Problems 4717. Subject Five. Plot of High Motor Performance

Scores by Problems 5118. Subject Five.' Plot of Mean-Motor Performance

Scores by Problems 5319. Subject Five., Piot of .High Accuracy and

S.iled Scores by Problems 5520. Subject Five. ; Plot of Mean Accuracy and

Speed Scores by Problems 5721. Subject Six. Plot of High Motor Performance

Scores by Problems 6122. Subject Six. Plot of Mean Motor Performance

cores by Problems 6323. Subject Six.. Plot of High Accuracy and

Speed Scores by Problems 6524. Subjeot Six. Plot of Mean Accuracy and

Speed Scores by Problems . 67

vi

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1.1.11041.0.7.10.

ABSTRACT

The purpose of this study was to coictinue to investigatethe general organizational plan used by good motor learnerTin acquiring a complex motor skill (tennis serve). It washypothesized that the General Serve Problem-Solving model,developed in a prior study, would Ile followed for acceptablebut not rejected problem solution;.;. Six subjects wore ob-served over seven one-half hour learning sessions performing3405 serves. They learned to by obserring a loop filmand still pictures and by asking questions. Both verbal andmotor data were o:Illected on video tape. The motor data weretranscribed and coded serve-by-serve and analyzed by means ofa computer program which assigned a value to each part of theserve and printed these individlal parts with their respect-vevalues. The sum of these values for each serve was plottedand printed. Accuracy and speed .cores for each sere werealso analyzed and plotted. High scores, low scores, plateaus,and mean scores for motor performace, accuracy, and speedscores were analyzed. These records presented a detailed aswell as general picture of what, happening in the perform-ance of the serve. In order to analyze the verbal data, thedata were divided into problems investigated by the subjects.These problems were analyzed by means of a Verbal -MotorBehavior Graph. These results were then processed by handthrough the GSPS model to determine accuracy of the model andalso to determine where and how learning takes place. Resultsindicated that the model, in order to fit these six subjects,needed the following revisions: order of reading the mairproperties CRT was changed to TM forward and mixed patternsfor calling the properties were also incllided, altnough thereverse pattern. still predocinated; order of priority of theother properties was added. Tie model was revised accordingto the results of the experiment. High scores, low scores,and plateaus all appeared to perform important functions inthe total learning situation when the Verbal-Motor BehavicrGraph was consulted. Contrary to the results obtained inthe first research, learning appeared to take place withinthe problems rather than between.

vii

9

1,..V".lemwnro.

CHAPTER I

INTRODUCTION AND PURPOSES

The following two phenomena are often evident to thoseworking with students: (1) a learner's concept of what heis doing and what he actually is doing aro often quite dif-ferent; (2) when a suggestion is giver, for impr wement, thestudent appears to ignore the suggestion and contirues withhis own plan of attack. The frequent occurrence of thesephelomena has prompted the experimenter to investigate theplan of attack used by learners in solving a compT.ex motortask (a tennis serve). A further qu)stion is also involved:coo all learners follow a similar plan of attack or are thereas many plans as there are students? Knowledge of consis-t.:oies between piers of learners would help in teaching thisskill; and, in that there are similarities between motorskills, the knowledge would help in teaching other motorskills. Teachers are aware that a motor performance testis an indicat7.on of progress in learning, but it does notexplain what ocours between the instructor's initial demon-stration and verbal explanation and the student's final testscores on that skill. This study attempts to bridge the gapbetween initial instructions and final performance.

The purpose of this research is to coti.lue study onthe plan of attack used by good motor learners in acquiringa complex motor skill. (tennis serve). The initial study(Lindquist, 1968) presented a General Serve Problem SolvingModel (GSPS) that represented the plan used by one subjectin learning to serve. This model employed some of the basicconcepts used by Newell and Simon (1963) in developing theGeneral Problem Solver (GPS) which simulates human problemsolving. The initial study theorized that the modal fitsproblems with acceptabl) solutions but not problems withrejeotec; solutions. A brief account of this model appearsin a previous research article (Lindquist, 1970).

In order to pursue the main purpose of the study, thefollowing objectives were established prior to undertakilgthe project:

1. To collect, in depth, data on a sufficient numberof good performers of a motor skill so that com-pariscns can be made between these learners.

2. To obtain more datt, in an effort to determine fito.2 the present GSPO model to other subjects ofsimi:!ar ability.

3. To :Improve the present model so that '.%ther types

1See Appendi:: for this model.

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10

of learners may be studied and compared to themodel in an effort to determine where discrepancieslie.

4. To study the learning process from the verbal/motor data collected on the six subjects to detectthe following: where in the total process learningappears to take place, where stabilizing and fluc-tuating patterns appear and for what reasons, whattypes of pattern or plan the subjects follow inorder to solve the problem of learning to servethrough observation and asking questions, and whatsimilarities and differences in these patterns orplans exist between subjects.

5. To begin to build a library of motor skills onvideo tape to assist students and faculty in analy-zing complex skills.

Justifications and Limitations

Past research used motor performance data predomin-antly to the exclusion of other types of observable data,limiting our knowledge of what takes place during thelearning process. Those who study human behavior are recog-nizing the necessity for the inclusion of a variety of typesof data i... order tO more adequa ely explain what is hap-pening to man while he learns. Kaufman (1968) substantiatesthe inclusion of numerous types of observable data instudying man--data such as movements, sighs, verbal data,and facial expressions. The model used as a means of studyor explanation is useful in that it can include a largenumber of variables.

The experimenter renognizes that this study is in itsbeginning phase. The subjects are in a natural setting withas little interference as possible. Few variables are con-trolled, and those controlled are described under methodology.The study attempts to include all variables that impinge uponthe human .n an ordinary learning situation rather than toeliminate or control them. The study is based on a smallselect sample, and any attempt to predict the model's appli-cability to other persona and situations must be done withthis knowledge in mind. Although the possibility of gath-ering and analyzing a large amount of data on a large numberof variables is present, this study will be limited to theanalysis of certain variables that occur in the originalGSPS model with the addition of certain factors that aredirectly related to clarifying the model.

Delinition of Terms

The term "serve" is used to describe the total con-dition of the server's situation at a particular time, in-cluding position of the tennis ball, motor and verbal

2

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behaviors of the subject, and feedback from past serves.The term "variable" stands for the parts of the tennisserve: .i.e., stance, grip, and height of ball toss. "Value"refers to the descriptive or numerical limitatl.ons attachedto the variable. The term "property" denotes both variablesand .values of the serve. The are two types of values at-tached to variables. One is descriptive and used by thesubject; the other is the numerical value assigned to thevariable by the experimenter for purposes of analysis. Ata certain time, the serve can be described by the variables(if a general description is desired), by values (if a morespecific explanation is needed), or by the properties of theserve (if both variables and values are used in the descrip-tion). The term "element" is used to describe a combinationof properties into a larger unit. An example of the use ofthese terms appears below:

Variable--Vertical position of '-all toss or T.Value--Ball toss too high. The value "too high" is

assigned by the subject to the variable ball tossor T.

Property--At a particular time and place "ball toss toohigh" equals the property since it includes botha variable and a value (whether assigned by the sub-ject or experimenter). To the experimenter, "balltoss too high" equals T

3--a label much easier to

work with and program. A value of 5 is attached toT3 in determining "form" performance or motor per-

formance of the subject.Element--A combination of properties into a larger

whole. An example is: ball toss (T) too high (T3)+ ba2,1 toss too far in front (0

5) + Stepping (S

9)."..

BALANCE (t). The subject has described the pro-perC 1 leading to the problem of balance and com-bined them under her own label. The experimenterhas done the same with more easily coded symbols.

"Main Goal" equals speed and accuracy. These goal-were presented to the subject by the experimenter. "Sub-goal A" is the formation of balance, coordination, timing,rhythm, feeling, fora and other elements described andlabelled by the subject and experimenter. "Sabgoal B" con-sists of adding of valves, variables, properties, and ele-ments; assigning of values to variables; assigning equiva-lences between values, variables, properties, or elements;and subtracting values, variables, properties, or elements."Subgoal C" consists of reading in,calling, or testingvalues, variables, properties, and elements.

An "episode" is one serve plus the verbal /motor datarelated to that particular serve. A "problem" occurs in

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the verbal data of a subject. It is marked by a stated goaland ends in either accepting, rejecting, :tentatively ac-cepting or rejecting, or setting aside of that goal. A"plateau" occurs when four or more individual episodes orlarge problems have the same score (depending upon the dataanalyzed). A 'transition period" occurs when there arethree or more serves without verbal data. "Forgetting" isthe resulting condition of a decrease in motor score be-tween problems within or between days. "Remembering" is theterm used to describe the condition that exists when a servescore remains the same between problems within or betweendays. The term "learning" describes two conditions: O.)the result of an increase in motor score between problemswithin and between days and (2) the subject's use of variousoperations to solve the problems, which may or may not re-sult in an increase in motor scores.

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476111P. ,70...6311

CHAPTER II

PROCEDURES FOR GATHERING DATA

Equipment. A General Electric Typo TE22 Vidicon Camerawith Angenieux 15 X 150 mm. lens was used to collect themotor data. The verbal data were collected simultaneouslyon an Ampex VR66OB recorder. A Vega wireless microphone wasused on the subject,and the subject's voice was recorded onaudio tract one. Serve identification was recorded separatelyon audio track two. The tennis court was set up for Hewitt'sserve tests (1966). A card table was placed in back of thebaseline on the tennis court behind .the subject and a SuperX loop film projector with loop on the tennis serve (Ath-letic Institute) was placed on the table together with stillpictures (Driver, 1964 and Gould, 1964).

Personnel. A television supervisor and one technicianwere present at all filmings and recordings. An extra per-son recorded serves on a hand counter while one technicianrecorded the number verbally onto track two of the tapewhile the subject served. Two graduate assistants recordedaccuracy and speed scores on all serves on special recordingsheets, 1 assisted in setting up and taking down equipment,and helped to gather balls. They also administered theScott-French Wallboard Revision of the Dyer Test (1959).

Subjects. Posters were male announcing the need forsubjects :nd the necessary qualifications which were:female, right-harde, good in motor skills, freshmen, andno previous i;ennis _lessons. The subjects were paid for sixono-half hour learning sessions. Those responding werequestioned as to their suitability and availability duringEaster vacation. Five subjects were selected from those ap-plying; a sixth subject was added on the second day due totechnical difficulties with one subject. The difficultieswere minor and the data on all six subjects were used inthe study.

Schedule for gathering data. Dates for filming werescheduled over Easter vacation due to availability of equip-ment and technicians at that time. The following dates wereselected: March 20, 21,'23, 24, 25, 26, and 27. Althoughwind tod cold weather prevailed on some of these dates, nocha2:ges in schedule had to be made, Each subject was sched-uled to appear on each half hour beginning at 8:30 a.m.The equipment and courts were prepared prior to their ar-rival. On the first day each subject was given the wall-board test to determine initial ability. This is a test ofagility, hand-eye coordination, ability to hit forehands

1See Appendix II for a sample of these sheets.

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and backhands against a board within a certain period oftime, and ability to use a long le-,er. Since nom) of thegirls knew how to serve, a preliminary serve test did notseem feasible. Although the relationship between the wall-board test and ,serving may be questioned, a preliminarymeasurement of where each girl stood on the above-mentionedskills in relationship to 250 other beginning students whohad previously taken the test was obtained. i Each subjectthen listened to instructions which were prerecorded.2 Theseinstructions contained the main goals of accuracy and speedas well as the idea of form. Subjects were instructed notto observe each other, practice, or even to think aboutserving outside of the learning sessions. Each subject re-ported at her specified time on each of the seven days. Shewas instructed to watch the loops, still pictures, serve,ask questions, or rest whenever she needed for her half hour.The last 10.serves ere Hewitt test serves and the subjectwas informed when these were taken, although the results ofall of the serves were recorded in the same manner as thetest serves. Testing equipment remained stationary for allserves. On the seventh day the subjects observed the lastpart of their prev.us day's performance. Each subject wasin as natural a setting as possible except for the presenceof extra equipment, personnel, and the Vega microphone aroundher neck. Each subject had a bucket of balls and a choice oftennis racket.;. The foot fault rule was introduced at thebeginning of the second day. Bac}, day thereafter the sub-jects were instructed to proceed as they wished. The entiresession for each subject was recorded on video taps.

1So Appendix VI of reference (1) for these ncrms.

2See Appendix III for these instructions.

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15 I

CHAPTER III

METHODS OF ANALYSIS

Individual Subject Analysis

Methods for analyzing motor data. The wallboard scoreswfor each subject were recorded, T-scores assigned, and pre-Aminary comparisons between subjects made. The Hewittserve achievement test scores were taken at the end of eachsession. These were analyzed by comparing them to testnorms. Accuracy and speed mean daily scores were calculatedand tabulated for comparison purposes. Prior to thn study,Motor Behavior Analysis Sheets' were devised on which partsof the serve were coded and values assigned to each variableaccording to expert opinion. Each serve was analyzed on aseparate sheet. The video tapes were played and still-framedas necessary in order to determine each serve part. Sinceeach subject served between 470 and 650 serves in seven days,the analysis amounted to observing 3406 serves. A televisiontechnician and a graduate assistant aided the experimenterin running the recorder, observing, and transcribing themotor data. Only track two giving the number of the servewas played while the motor data were being transcribed ontothe Motor Behavior Analysis Sheets. In order to preventthese data from biasing the motor analysis, the verbal datawere not played. This process took over two months' time,the experimenter working several hours per day during theweek and all day Saturday. The Motor Performance Plot Pro-gram (form data), which was previously written for the IBM360 computer, was altered to run on the CDC 3300. This pro-gram assigns values to each part of the serve, totals thevalues, plots the motor performance scores, and prints outthe serve number, score, and plot of each serve. Plots ofboth accuracy and speed scores and print-outs of these scoreswere added to this computer program so that these three plotsand scores parallel each other for easy inspection. Print-outs of the punched IBM cards were used to examine the indi-vidual scores for each serve. A Commodore calculator wasused to analyze the data on each problem; this was fasterthan trying to program the computer to find this data onproblems that could range from one serve to any number ofserves.

Methods for analyzing verbal data. The verbal datawere placed on regular tape to be analyzed separately. A

1See Appendix IV for a sample sheet.

2The maximum score a subject can achieve is 70. An

intermediate-advanced player on the intercollegiate tennisteam at San Jose State College scored 60.

O

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stereo recorder was rented in order to transcribe the verbaldata onto Verbal Data Recording Sheets,1 which was done by agraduate assistant. The serve number was verified by switchingto the second track. The experimenter divided the verbaldata of each subject into problems. The problem solutionswere evaluated according to the following results and codedaccording to the corresponding number:

1. Subject tentatively accepts the serve and solu-tion = ?.

2. Subject rejects the serve and solution =3. Subject accepts serve and solution = +.4. Subject rejects serve, accepts solution = +.

5. Subject accepts serve, rejects solution = +6. TR = transition period.7. TEST = Hewitt serve test period.

Each set of verbal data was analyzed using information-processing techniques which resulted in a Verbal-Motor Be-havior Graph for each subject.. A synopsis was made of theresults obtained in this graph. The order of reading invariables, properties, and elements; the order of acceptanceof the ORT properties; the order of call of the CRT values;model changes, and the general pattern employed in solvingthe problem were recorded for each subject.

Combined analysis of the Verbal-Motor data. In an at-tempt to combine the two sets of data, the verbal problems ofeach subject were analyzed using motor plot, accuracy, andspeed scores. For each problem the initial, final, mean,and highest scores of motor plot, accuracy, and speed scoreswere investigated. Reasons for high and low scores as wellas plateaus were investigated in the Verbal-Motor BehaviorGraph.

Increases and decreases between and within days inmotor performance, accuracy and speed scores by problems withand without rest were analyzed for each subject. The highestmotor performance accuracy and speed scores of each subjectfor each probltAll were analyzed by employing the Verbal MotorBehavior Graph data in order to determine reasons for thesehigh scores. General patterns were described for each sub-ject using only the data relevant to these highest scoresper problem. These included a study of the highest of these

ISee Appendix V for a sample sheet.

2The CRT variables are the 3 main variables used in

the GS1'S model of the previous subject. C = horizontal posi-tion of ball toss; R = position of the face of the racket oncontact, and T = vertical position of ball toss.

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"neer,. s.,,F

high scores, the lowest of the high scores, and the pla-teaus.

Group Analysis

Methods for analyzing motor data. The data for allthe subjects were compared in an attempt to determine simi-larities and differences between subjects. The subjectswere ranked according to the results of the wallboard testscores in order to determine initial motor ability and alsoto determine the ability of this test to predict final per-formance on the other motor scores for these six subjects.The other motor scores included the Hewitt serve tests,mean daily accuracy and speed scores, and mean motor perfor-mance scores. In order to do this, the subjects were rankedon the wallboard test; then the rank order for all the othertests combined was determined and comparisons were made be-tween the scores.

Methods for analyzing the verbal data and combining theverbal-motor analysis. The mean daily accuracy, speed, andmotor performance scores were tabulated for all the subjectsin order to determine consistent patterns of high scores,low scores and plateaus. The number, time, and order inwhich subjects read-in properties were tabulated in order tocompare those with the verbal data to determine consistentpatterns. In order to analyze these, the following criterionwas used: those properties considered by three subjects orless were considered properties individual to the subject;those considered by more than three subjects were consideredconsistent among subjects. The properties read in by allsubjects appear first in the order of priority. This orderwas determined by adding all the positions of reading inthe variables. Next, the properties considered by five sub-jects were computed, followed by four and three. These re-rults were recorded in order to determine priority forcalling properties and elements. The lowest scoring ofthese properties and elements in each group would have thehighest priority since they were called the earliest by mostsubjects.

The order of reading in the CRT variables for all sub-jects was analyzed by recording the orders used by all sixsubjects aid determining the most frequent pattern. Themost prevalent pattern for reading in properties was deter-mined by tabulating all the patterns for all the problemsfor each subject and summing these. The most prevalent pat-tern for initial calling of the values of the CRT propertieswas determined by tabulating the order of reading-in eachof these values for each subject. The order of priority maydiffer from the order of calling of the variables since theyare determined differently.

9

18

The between-day increases and decreases and scores re-maining the same for motor performance, accuracy and speedscores were tabulated for all the subjects. Analysis wasmade by summing the frequency of these scores. How much in-crease and decrease could possibly by attributed to reminis-cence, forgetting, or remembering between. days was ascertained.

The within-day increases, decreases and scores remainingthe same for motor performance scores, accuracy and speedscores for all subjects was tabulated. These were summed,and frequency of each of these determined. Increases, de-creases and scores remaining the same with and without restwere then analyzed in q7:Tier to determine how much credit for

;increases and decreases could possibly be attributed to dis-sipation or accumulation of fatigue factors or short termdecay and how much might be due to other factors.

In an effort to determine consistent patterns betweensubjects analysis of the highest scores in each problem wasmade by comparing the pattern used by each subject inachieving the highest of these high scores, the lowest ofthese high scores, and the plateaus.

10

19: f

"PO V.t. APEPIIIMP V+4+471,W +0++++++ +CM

CHAPTER IV

RESULTS AND DISCUSSION

Subject One

Motor daa. The subject had a raw score of 22 on theallboard test which was in the 40th percentile (T-Score 47).This indicates she was slightly below average on this ini-tial test. Her ranking was 4 in comparis9n to the other sub-jects. On the Hewitt serve accuracy test"- her raw scoresranged from 7 on day 1 to 12 or. day 7. Her ranking was 5.On the Hewitt serve speed test her scores ranged from 4 cnday 1 to 11 on day 7. Her low score was 0 on day 2. Therange of T-Scores woo 38-70. Her ranking was 4 in compari-son to the other subjects. Her range of mean daily scores'went from . ..8 on day 2 to .4.8 on day 'I. Her rankiilg was 5.Her mean daily speed scores 9 ranged from .29 on day 2 to .80on day 7. Her ranking was 3. Since these scores were takenonly on the research subjects, there were no norms withwhich to compare them. The range of mean motor performancescores went from 4 en day 2 to 59 on day 2. Her rankingwas 2.

In considering tine accuracy and speed scores, thissubject performed according to the usual expectation: lowscores occurred on days 1 and 2 and high scores on day 7.On the motor performance test she was atypical: low andhigh scores both occurred on day 2. On her total compositescore her rank order was 3. Her predictive score would haveplaced her 4.

Verbal 4ata. The order the subject read in propertiesand elements 4 'was rhythm, backswing, vertical position ofball toss, horizontal position of ball toss, movement on thecourt, accuracy, wrist, contact on center of the strings,coordination, the ball hit down, speed, the ball hit dia-gonally, timing,simultaneous toss and swing, position of theracket face, choked grip, reach, the whole body, followthrough, "ping-pong" concept, whole arm, contact on top ofthe ball, type of grip, warmup, and wind. The subjectstarted with an element; position of the racket face wasread in late.- She went from elements to variables, values,and properties, and then again to elements--from simple goals

1See Appendix VII.

2See Appendix VIII. 3Ibid.

4See Appendix IX for a detailed analysis which includesthe order of assigning values.

11

20

or ideas to more complex concepts, from large body problems to

small problems such as grip. The position of the ball toss pre-dominated the program early and maintained its prime positionthroughout the program. Racket face position did not hold aposition of importance.

In analyzing the Verbal Motor Behavior Graph1

as toagreementp and disagreements with the GSPS model, the CRTvariables were investigated first. CRT was not the orderin which the subject accepted these variables; TCR or pos-

. sibly TRC would be more descriptive of the order uoed forboth accepted and rejected solutions to the problems. Theorder of accepting variables followed all three types of pat-terms: forward, reverse, and mixed. With the rejected solu-tions, the forward order prevailed; with the accepted so:utions,the mixed or.q.er prevailed. As shown in the motor plot scores,the subject reached a state of plateauing early and she alsoreached a high skill level early. Negative solutions pre-vailed in her plan. The order of call of the CRT variableswas: C= C

3'C C

4'C3'andCR=R RT..=T T3, andC1; R2,

l'T2,

3'

T 1 .In scanning for variables the subject often went back and

forth selecting variables rather than in a straight forwardand/or reverse direction. In fact, she had more success withher solutions to problems if she followed this scanning ormixed pattern.

Combined verbal motor analysis. In ana;yzing the ver-bal pro lei ms by the motor performance scores, 7 the range ofscores sent from 24 on day 1 to 59 on day 2. This subjectreached a high skill level early, plateaued at a high scoreof 52 for 9 problems; her score rose again to 55 for 2 pro-blems, plateaued again at 52 for most of the remainder ofthe program. If we plot the high scores as in Figure 1, wesee a "strange" learning curve. In examining these highestmotor scores' we find that 37 of these scores occurred with-out any benefit of rest and 1 followed a brief rest whilegathering balls. Although one rise in score could be attri-buted to the factor of the dissipation of fatigue factors,we must look elsewhere for the explanation in the case ofthe other 36 high scores. During one very high score thesubject was in a testing period, and it may be that the pres-sure of the test motivated her to achieve higher. The fol-lowing pattern exists for the plateaus: the subject was com-bining variables individually, or combining variables into

1,1See Appendix X for the complete graph and Appendix XI

for a synopsis of the graph.

2See Appendix XI for this analysis.

3See Appendix XII. 4See Appendix XIII.

12

21.

71 69 65 S3 6i

1_

59 i57 5355 A 45 43 42 39 37 35

Ii

II

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1 2

3 4

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35 3

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38PROBLEM

Figure 1.--Subjtct One.

Pict of high motor performance ::cores by problems.

larger motor patterns such as timing or what the subjectcalled "the whole servr." Contrary tc one theory for pla-teaus, the lack of motivation, it appears that the subjectwag highly motivated and very actively at work. She was com-bining properties into larger elements and appeared to beworking with a large number of variables rather than notenough as would be evident if she were bored. When the scoresexceeded 52 (the plateau score), she was concentrating on onevariable, property, or element and employing a positive goal.Negative evaluations were more frequent than positive eval-uations throughout this subject's program of learning.

An interesting factor to note is-that in spite of thefact that the subject plateaued at 52 at episode 165, day 3,learning ccntinued thraafter as noted by the reading in of15 new variables, the assigning of values tq previously ac-cepted variables, and the combining of variables into largerelements and concepts. These evidences can only be found inthe analysis of the verbal data.

in looking at the mean motor scores in Figure 2, wefind much fluctuation at the beginning, plateaus in the mid-dle and more .fluctuation at the end. In order to explain thetotal general pattern we will examine the Verbal-Motor Be-haior Graph. We find the following general pattern: at thebeginning'the subject primarily read in, called, and tastedone variable or assigned one value to a variable which re-sulted in a fluctuating pattern. During the middle of theprogram she was involved in combining variables singly orinto larger elements, subtracting variables or values tkathad not been successful, combining properties and elements,or working with high-level concepts such as "ping-pong" con-cept. Towards the end of the learning program, she was againtesting individual variables and dealing with other problemssuch as warmup and wind. She was not reading in new variablesbut went directly to the main goal of accuracy-speed from theindividual variables without calling the elements and/orcombinations of properties.

In examining the betweyn-day increases and decreasesin motor performance scores, 1 we see that in only one out ofsix days did an increase occur between days (16.66% increase).Therefore, the probability of only a slight increase in motorscores being due to reminiscence is present. In the otherfive instances, scores between days decreased (83.330 .

Scores either increased or decreased cotween days; they didnot remain the same. The large number of decreases in scoreswould indicate that forgetting was a more prevalent factoroccArring between days than reminiscence or remembering when

J'See Appendix XIV.

14

111"

.10.

11,

railI

PPIR

P

69 67 65 63 61.

59 57 55 53 51 49 43

41 39 37 35 33 31

29

27

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1339 202122 232425 2627252130 3132 33305363738

PROBLISMS

Figure 2.--Subject One.

Plot of mean motor performance scores by problems.

using motor performance scores as the criterion of learning.

Within-day increases and decreases in motor performancescores' reveal that an almost equal number of increases anddecreases occurred between problems (46.87% increase; 37.50%decrease) which shows only a very slight proLability that thesubject's initial scores would increase rather than decrease.In examining the increased scores we find that very few ini-tial scores were higher thin any scores achieved in the priorproblem. These facts seem to indicate that with this parti-cular subject, learning took place within the problems ratherthan between the problems, contradicting the findings of theprevious study.

In examining the effects of rest upon the wit4n-dayincreases and decreases in motor performance scores, therewas a 31.25% increase without rest as compared to 15.62% in-crease with rest; a 28.12% increase without rest as comparedto 9.37% decrease with rest; 5.52% remained the same withcu.rest and 0.00% stayed the same with rest. In comparing theincreases and decreases with rest, we see more increases thandecreases indicating the possibility of learning contributionfrom dissipation of fatigue factors. Since there were aboutan equal number of increases and decreases without rest be-tween problems, short term decay and learning occurred aboutequally between problems with this subject. Few within-dayincreases and decreases could be attributed to rest.

I analyzing the verbal problems by accuracy and speedscores, the low score was .00 on day 5 and the ;nigh scoreswere 1.33 and 1.31 on days 1 and 6. We find the lowest meanaccuracy score corresponding to the lowest mean speed score.The highest mean speed scores occurred during problems 3 and4 on day 1, episodes 8-22. This may indicate that the sub-ject's goal on day 1 was focused more on speed than on theother days. However, data from the Verbal Motor BehaviorGraph does not substantiate this; she eaid that she wasworking on accuracy only during these episodes. The speedgoal cams :i.nto prominence during problem 5 episodes 23-28.During these episodes her goal was actually to decrease speed.In examining the above episodes, we find rather low averagespeed scores except for episode 21. During episode 32, wherethe subject's verbal goal was to decrease speed, her speedscore doubled from that of the previous problem. This is agood example of the difference between what a subject saysand does.

'Ben Appendix XIV..

2See Appendix XV.

3See Appendix XVI.

16

25

rte., rfrftr.MT 'WY ftr.11446SMnrewonms rrrwrrr. r neirrrrrr,r-rersre,rarrrrrrIr:',,P0orme.*.

In examining the plot of high scores only, as shown inFf_gure 3, we see a widely fluctuating pattern of accuracyscores. Upon examination of the high scores at TR after 9,10, 14, 16, 32, and 34, the following similarities can beseen: accuracy goal; the subject performed the followingoperations--called variables and properties, assigned valuesto variables, called T or TO only, and employed a mixed orreverse pattern in calling variables and properties. At thelowest of the highest scores, 23 and 25, we see the followingsimilarities: accuracy goal; the subject called variablesand properties, assigned or called values. In looking atthe hi6nest speed scores in Figure 3, there were many scoresat 3 (her highest score). This is a high score for women.At the plateau (problems 13-22) we see mostly accuracy goals(in problems 17, 20, 21, 22 there were speed goals also).She was working on the element timing, adding properties toproduce an increase in speed, and was adding the followingvariables and properties: WH + WB + S at episode 22.

In examining the plot of the mean accuracy and speedscores in Figure 4, we see a very fluctuating pattern with-out plateaus. The lack of plateaus in the data might indi-cate that accuracy and speed goals took precedence over formor "feeling good" goals at this particular point in the pro-gram. Mean performance scores levelled off during problems12-22; whereas from 12-14 we see a rise in the accuracy andspeed goals followed by a fall from problems 16-18, a risein 19, a fall in 20, a rise at .l, and a fall at 22. Oneexplanation for the fall at the begisning,and end of theprogram is that the subject is working on form goals Et thesepoints. Speed and accuracy goals are also noticed at thebeginning of the program, in the middle, and again towardsthe end. The variables, properties, and elements combinedin the center of the program consist of speed, accuracy, andform goals.

In referring to the Verbal-Motor Behavior Graph, in-creases and decreases appear to be due to the reading in,calling, assigning values, adding, subtracting, assigningequivalencies, testing variables, properties, and elementsrelated to the problem. Both increases and decreases appearto be necessary parts of the learning proceed, since assigningvalues and testing of eventually unsuccessful properties areparts of these processes. It is possible that if the con-ditions of learnii; had been more controlled and the subjectfed variables and properties under highly controlled con-ditions, the results might have been different. There weretimes in the learning situation, however, when the subjectasked for a specific answer, got it, and did not use the in-formation until daya later so that there is some evidencethat the subject would pursue her own plan of attack insolving the problem even under controlled conditions.

The following results can be sees upon examination of

17

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FROMM

x ACCURACY

---0 SEM

Figure 3.--Subject One.

Plot of :sigh accuracy and speed scores by problems.

(Maximum accuracy score = 6.

Maximum speed score = 4).

6.0

3.8

5.6

5.4

5.2

5.0

4.8

4.6

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8PROBLEMS

Figure 4. - -Subject One.

Plot of mean accuracy and speed scores by problems.

the accuracy and speed scores between days.1 Only one increasein both accuracy and speed scores took Place between days.This 16.66% increase could be attributed to reminiscence.There was one decrease between days and four scores remainedthe same. There was a greater possibility that scores wouldremain the same than they would either increase or decreasewith this subject. Therefore, neither reminiscence nor for-getting were major factors when using accuracy and speedscores as indexes of learning.

In examining the incrases and decreases within days inaccuracy and speeu scores, we see that increases far ex-ceeded decreases (8-1; 9-1); however, both increases and de-creases were minimal in relationship to the scores remainingthe same. Three times as many scores (71.79%) remained thesame as either increased or decreased-between problems. Thisindicates that the major portion of learning, as indicatedin accuracy and speed scores, must take place wit}; problemsrather than between.

In examining the effects of rest upon the within-dayincreases and decreases of accuracy and speed scores,3 wesee that with the accuracy scores more scores remained thesame between problems without rest than either increased ordecreased (51.51% remained the same without rest). Therewere six increases without rest (18.18%) and two with rest(6.06%). Mese increases could be attributed to some dis-sipation of fatigue factors, but two out of 33 cases is asmall portion. Approximately the same holds true for thespeed scores. The vast majority of speed scores remainedthe same (57.57%) or increased (24.24%) without the benefitof rest between the problems. This denotes that the majorjumps in performance took place elsewhere. In.comparingthe increases and decreases with rest, we see the same per-centage (3.03%). In comparing the increases and decreaseswithout rest, we see 24.24% increase as compared to 0.00%decreaee, indicating this increase in learning took placebetween problems without rest. The only decrease that oc-curred did so without rest, denoting the existence of shortterm decay.

Subject Two

Motor data. On the wallboard test the subject had aray score of 15, which was in the 12th percentile, and hada T-score of 38. She would be considered below average on

1See Appendix XVII. 2Ibi4.

3See Appendix XVIII.

29

1

1.1,01....IMMOVINPV

this pre-test as compared to 250 other beginning students.Her rank order on this test compared to tbe other 5 subjectswas 5. On the Hewitt serve accuracy test her scores rangedfrom 6 (T-Score 58) on day 5 to 19 (T-Score 80) on day 4.This was an unexpected result in that the highest score pre-ceded the lowest, and these scores both occurred in the mid-dle of the learning sessions. Her ran* order on this testwas 1. On the Hewitt serve speed test her scores rangedfrom 5 (T-Score 58) on days 5 and 7 to 10 (T-Score 69) on day3--again, a unique pattern. Her ranking was 2. The meandaily accuracy scores3 went from .72 on day 4 to 1.10 on day3. This was an unexpected result in that the highest scoreoccurred prior to the lowest score and both occurred in themiddle of the program. HAr ranking was 3. Her mean dailyspeed scores went from .43 on day 7 to .69 on day 3 whichis as unique as her mean accuracy scores. Her ranking was 4on these scores. On the mean motor performance scores, therange went from 8 on day 1 to 52 on day 7, an unexpected pat-tern. Her ranking was 5 on this test. The wallboard testwas a good predictor of this outcome.

In looking at the composite results on th.lse motor data,we find".that the subject was atypical. For all except themotor performance scores her low scores appeared after thehigh scores. Her high ecores appeared on days 3 and 4, herlow scores on days 4, 5, and 7. On the total composite motorscore her rank order was 4. Her predictive score placed her 5.

Verbal data. The order the subject read in variables,properties, and elements5 was: vertical j-sition of balltoss, position of racket face, speed, accuracy, step, bentknees, wrist turned horizontally, follow through, body leanto the left, starting position, type of grip, timing, racketdropped, ball hit down, horizontal position of ball toss,wristflexed or hyperextended positions, foot fault, wholebody, simultaneous toss and swing, backswing, contact theball off center, swing higher, sidearm, control over theracket, reach, contact made on top of the ball, head of theracket comes up, arch, ball contanted overhead, and wind.

The subject started with one of the three subgoals CRT,read in another and attacAed the third in the middle of theprogram. She read in the main goals of speed and accuracynext. She read in single variabl:: first and about thecenter of the program tried larger elements and concepts in-volving more than one variable or property.

1See Appendix XIX. 2

Ibid.

3See Appendix XX. 4Ibid.

5See Appendix XXI.

21

In analyzing the Verbal Motor Behavior Graph'` as toagreement and disagreements with the GSPS model, the CRTvariables 4 were investigated first. The CRT variables wereread in .'71 the following order: TRC. She added informationon R to T. T and R combinations were considered most fre-quently; C was not attacked as often. (Subject 1 attacked Tand C frequently, R infrequently). In consideration of thepattern used, to call variables, for the problems with posi-tively accepted solutions, the forward calling of variablesprevailed; with the rejected problem solutions, a mixed pat-tern prevailed. This result did not agree with the previousmodel in that the subject for the first model called variablesin reverse order for acceptable solutions. It can be notedthat all three patterns (forward, reverse, and mixed) werefound in the calling of variables for all three types of prob-lems. For subject two there was a large number of repetitionsof.variables in testing and retesting. A reverse pattern wasevident in calling values rather than variables. The orderof call of the C variable was: C

3'C2'

C4'

and Cl'

The order

of call of the R variable was: R4

and R1; she did nol non-

eider R3

or R2. The order of call of the values of the T

variable was T2, T3, and Tl'

The order of call of the C

values differed from both the first experimental subject andSubject One of this experiment. The order of call of T valueswas the same for both the first experimental subject and Sub-ject One of this experiment. Subject Two substituted R4 forR2

end R3.

Combined verbal/motor analysis. 4 analyzing the ver-bal problems by :'tor perfoinance scores, we find that therange of scores went from 8 on day 1 to 52 on day 7. Thesubject followed a typical pattern of expectation in her motorplot improvement. Her high scores did not plateau as didSubject One's scores but followed a fluctuating pattern asseen in Figure 5. The pattern of high scores could be des-cribed as rising, but fluctuating. If we examine thesehighest scores further, we find that 40 out of 41 cases ap-peared within rather than between problems. Only one ap-pearnd between problems and this appeared after rest. The

1See Appendix XXII for the complete graph, AppendixVI for the explanation of the coded variables and values, andAppendix XXIII for a synopsis of the graph.

2See Appendix XXIII for the complete analysis.

3See Appendix XXIV for the complete analysis.

22

31

ij

\

71 69 67

65 63 61

59

5755 53 51

4947

45 43

39 37 35 33 3129 27 25 23 2119 17 1513

12

34

56

78

910

It

12

13

14

15

17

18

19

2/

2122

23

itg5

27

293)31=32

35PROBLEMS

Figure

5.

-Subject

Two.

Plot

of

high

motor

performance

scores

by

problems.

theory of reminiscence does not explain these rises in per-formance, nor does the theory of dissipation of fatigue fac-tors. In order to find out what occurred around these highscores, an analysis of highest score episodes by verbal datawas made.1 The subject followed this type of pattern whenexamining only these highest scores: assigned values to vari-ables, combined variables early, combined properties intolarger subgoals, assigned equivalences, tested variables,narrowed the goal by combining variables into la!ger elements,assigned equivalence::, and tested variables. Both positiveand negative evaluations were present; however, goals werestated positively for the most part. Very high scores alsoappeared during transition and testing periods.

Upon examination of the mean motor scores in Figure 6,we see a fluctuating but rising plot. The total learningpattern is quite similar to the pattern for highest scores.In looking at the bptween-day increases and decreases in motorperformance scores, we see that there was an equal possi-bility of increases or decreases in scores occurring betweendays. Increaskls in initial scores on three out of the sixdays could be. attributed to the factor of remin:.Jcence. Onthe other three days the subject began with a lower or equalmotor score than on the previous day. In consideration ofthe within -day increases and decreases in motor performancescores, the problems resulted in an almost equal number ofincreases and decreases in scores between problems (38.88%increase; 41.66% decrease). Reminiscence could account for39% of these increases, and forgetting for 42% of the de-creases. The other 19% of the scores remained the same.

In examining the effects of rest upon the wiqin-dayincreases and decreases of motor scores within days. 44 we seethat of the 15 decreases (41.66%) between problems, only fiveoccurred following rest (13.88%). Of the 14 increases(38.88%), only two (5.55%) occurred with rest. There appearsto be more probability that a reEt will result in a decreasein initial motor score than in an increase with this subject.Therefore, it seems more probable to look elsewhere than tothe theories of reminiscence and dissipation of fatigue fac-tors for the explanation of most of the increases in motorperformance scores. Of the 17 increases between problems,six resulted in scores higher than any scores made on theprevious day. Other rises indicate that learning took placewithin the problem. Considering all the problems, more

1See Appendix XXV for the complete analysis.

2See Appendix XXVI. 3lbid.

4See Appendix XXVII.

24

33

6967 65 63 59 55 53 51 47 45 43 41 39 37 35 33 33.

29 27 25 23 21 19

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II

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ems.

resulted in increases without rest (33.33%) followed by de-creaseE. without rest (27.77%), decreases with rest (13.88%),and those remaining the same without rest (13.88%). Whenusing increases in motor performance scores as the crii,eri:nof learning, the effects of rest seem to play a rather insig-nificant role in the total learning picture.'

In examining the accuracy mean scores of the problems,we see the low score of .29 (days 2 and 4) and to high scoreof 2.20 (day 1). In examining the speed scores, the lowestmean score was .29 (days 2 and 4) and the highest mean score1.20 (day 1). This was a very atypical pattern in that onewould not expect highest scores to occur on the first day.

In examining the plot of high accuracy and speedscores in Figure 7, we find a very flvetuatlrg pattern ofhigh and low s,,res. In looking at the Verbal-Motor BehaviorGraph high scores at problems 2, 3, 15, 22, TR, 32, 36, 39,and 40, we find that: most of the problems had a stated ac-curacy goal; the subject called variables and properties andcalled and assigned valaes; the CRT pattern of calling thesevariables prevailed on the very highest scores; on the others,C, T, TR, ana TOR patterns prevailed; the order of callingvariables and properties was mixed or reverse.

At the low scores (problems 1, 4, 5, 6, 10, 14, 18,28, TR after 31) both accuracy and speed goals were pre-sent; T and TR patterns of calling the three main subgoalswere used; either forward or mixed patterns for calling thevariables and properties were employed. The high speedscores followed a fluctuating pattern between scores 1 and 2only. At only one problem did the subject score 3 (at epi-sode 37) where she was working almost exclusively on accuracy;she called T, and used a forward pattern of calling variablesand properties.

Upon examining the accuracy and speed plot of meanscores in Figure 8, a very fluctuating pattern of increasesand decreases in both speed and accuracy scores can be seen.These high peaks occurred at problems 2 and 3, problem 22,and a transition period following problem 31. In order tounderstand the reasons for the rises in accuracy and speedscores at these points, the Verbal-Motor Behavior Graph wasconsulted. In problems 2 and 22 the subject had a stated ac-curacy goal--to "hit the left hand corner." In problem 31the goal was to "hit the left hand corner" and to decreasespeed--"too hard." In examining t'e.e other problems, accur-acy and speed goals appeared there also.

'See Appendix XXVIII.

2Ibid.

26

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5.8

I5.

65.

45.

25.

o4.8

4.6

LINA

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3.4

C.4

l 3.2

CI

ts.)

al

3.0

IS Z.6

1.8 \

1.6

:

... , St

.,z.k

vi8

2.2

1.41

\ i

,1.

21 :

10/0

-6:*

.8 6 .4

piE

re 7

.- -Slibect Two

?lot of high acclIracy Ea.d. speed

.2

ri

xecilthel

oro

12

35

6 7

910

tt.12

1314

151

.6v

M9

20z.

2223

2410

57b7

222,

2930

3001

.3,3

34,3

5157

3810

soPROMOS

scores by problems.

ae ee U 0

o.C1_

5.8

5.6

5.4

5.2

5.0

4.8

4.6

4.4

4.2

4.0

3.8

3.6

3.&

3.2

3.0

2.8

2.6

2 2.2

2.0

7..8

1.6

1.4

1.2

1.0

. 8

. 6

.4.

.2

. 0

1I

xx ACCURACY

o--- o

SPEED

1 2 3 4 5 6 7 8 9 V 1 2131415161718

Figure 8.--Subject Two.

Plot of

(Maximum accure:y = 6.

Maximum speed

19 2021 2 232+2 25262733293031TM

3334)5363738391+0

FROMM

mean accuracy and speed scores by problems.

= 4).

The following results can be seen upon examination ofthe increases and decr,,..ases between days in the alcuracy andspeed scores.' ,Among the accuracy scores we see 66.66% de-creasing scores between d-ys, 16.66% increasing scores and16.66% remaining the rame. This shows only a slight increasewhich could be attributed to reminiscence; the large rercen-tage of decrease could be attributed to forgetting. The samepercentages were true of the speed scores.

Concerning the increases and decreases wj.thin days Inthe accuracy and speed scores,2 we see about an equal pro-portion of increases (25%) to decreases (27.77%). The scoresremaining the same equalled 47.22% indicating that with thissubject learning took place within the actual problem,' ratherthan between them within days, In analyzing the speed scoreswe see that 33.33% of the scores decreased, 19.44% increased,and 47.22% remained the same. This shows a greater possi-bility that a score would decrease or remain the same thanincrease between problems within days with this subject. Onemust look elsewhere than between problems for the reasons forhigh scores.

In examining the effects of rest upon the withi4-dayincreases and decreases of accuracy and speed scores, in-creases in accuracy scored without rest occurred 11.11%-,increases with rest 13.88%, decreases without rest 19.44%,decreases with rest 8.33%, scores remaining the same withoutrest 41.66%, and scores remaining the'same with rest 5.55%of the tine. There were more increases with rest than with-out rest. These five increases with rest could be attributedto reminiscence. When comparing the increases with rest tothe decreases with rest, we see more increases (13.88% com-pared to 8.33%) again favoring the idea of reminiscence.The large number of scores that remained the same withoutrest indicates that the learning took place either becauseof or in spite of large number of scores remaining the same.

In examining the speed scores, we see that 11.11% in-creased withoiat rest, 8.33% increased with rest, 25% de-creased without rest, 8.33% decreased with rest, 36.11% oftho scores remained tne same without rest, and 11.11% ra-maincid the same with rest. There were more increases anddecreazzPs without rest than with it; however, total decreasesexceeded total increases. In comparing increases with restto decreases with rest, we see an equal percentage of both- -8.33%. This seems to indicate an equal possibility that theinitial Lcore after rest would result in an increase or de-creasean increase due to the dissipation of fatigue factors

1See Appendix XXIX. 2Mid. 3See Appendix XXX.

29

as often as a decrease cue to short term decay or other fac-tors. Within the total picture the 8.33% increase that mightbe due to the dissipation of fatigue factors, however, was notgreat.

Subject Three

Motor de a. On the wallboard test he subject had araw score of 25 which was in the 51 percentile (T-Score 50).From this predictive score one might expect that this subjectwould be average in motor skill in tennis. Her rank order onthis test was 3 compared tc the other suWects in this experi-ment. On the Hewitt serve accuracy testl her raw scoresranged from 2 (T-Score 48) on day 7 to 13 (T-Score 70) on day3. This was rather atypical in that one would expect a be-ginner's scores to rise steadily. Her ranking compar0 to theotnor subjects was 4. On the Hewitt serve speed test herscores ranged from 3 (T-Score 51) on days 5 and 7 to 7 (T-Score 63) on day 4. This was again an atypical pattern withhigh scores ocgurring prior to low scores. Her mean dailyaccuracy score ranged from .52 on day 2 to 1.01 on day 3. A

Her ranking on this test was 4. Her mean daily speed scores'ranged from .30 on day 5 to .64 on day 4. Her rank order was5. The subject's mean motor performance scores7 ranged from13 or day 1 to 44 or day 6. Her rank order was 6.

In considering the composite results on Subject Three'smotor data, she was atypical in that most often high scoresappeared on days prior to low scores except for the motor per-formance scores. Both high and low scores appeared mostly ondays 3, 4, and 5. One low score appeared on day 7. Reasonsfor high scores not appearing on the last day could be attri-buted to weather, less practice, the result of watching herperformance, or the pattern used in the analysis and solvingof the problem. Her overall ranking was 5 on these teits.Her initial predictive score placed her number 3.

Verbal data, The subject read in variables, proper-ties and elements 0 in the following order: serve feels com-fortable, accuracy, grip, vertical position of the call toss(T), arm (straight or curved), eyes en the ball, followthrough, starting position of the body, horizontal positionof ball toss (C), pendular continuous motion, timing, speed,motion (bat. hit, push, put (R)), contact on top of the ball,feet, whole body, wrist, concentration, arch, bent knees,racket heavier, contact off center, lean, practice, control,swing like a baseball, and reach.

1See Appendix XXXI. 2See Appendix XXXII. 3lbid.

4 Ibid. 5See Appendix XXXVI. 6See Appendix XXXII.

30

She read in the main goals of accuracy, speed and formearly. Two of the main properties of CRT, C and T, were readin early. R was read in in the middle of the program. Singlevariables and values were read in early followed by more com-plex elements; most of the comple,c elements were read in inthe middle of the program. She dealt with variables, proper-ties, and less complex elements at the end except "swing likea baseball" which is a complex concept. This pattern is simi-lar to that of Subject 0116.

In analyzing the Verbal Motor Behavior Graph1 as to

agreements and disagrements with the GSPS model, the CRTvariables were investigated first. She read in T first, fol-lowed by C, and d'.(.1 not investigate R as suc::. The order forthis subject would be TC. She investigated the motion vari-able (batting, hitting, pushing, putting into the air). Ifnotion is equated with position of the racket face (R) [R1 =

pushing (flat), R2 = putting into the air (open), and R3 =

batting, hitting (closed)], then the order of reading in wouldbe TCP. Patterns for problems with questionable or tentativelyr:cceptable solutions were TR or TC. Patterns for problemswith acceptable solutions were RT or CT. The three were nevercombined in one problem. There were only two rejected solu-tions, and the pattern employed was CT. For the positive prob-lems the order of calling the properties and variables wasreversed; for the negative problems, either forward or mixed;z.nd for the questionable or tentative solutions, either for-ward or reversed. The order of call of the values of the Cvariable was: C

1,C4'

C3'

and C5'

The order of call for the

T valuea was: T , T2, T3, and the order for the R variablewas R P and

3' l' 2'

Combined verbal-motor aralysis. In analyzing the ver-bal problems by the motor performance scores, the range ofscores went from 13 on day 1 to 44 on day 6. Upon examinationof the plot of highest motor scores in Figure 9, we see afluctuating but steadily rising pattern. In looking at thehighest scores in more depth, we find that 26 cases occurredwithin the problems, and only two highest scores occurred be-tween the problems. One of these two rises occurring betweenproblems also occurred between days; the other occurred with-in a day without rest. Therefore, 27 problems of highestscores could be attributed to something other than reminis-

1See Appendix XXXIV for the complete Verbal-Motor Be-

havior Graph and Appendix XXXV for a synopsis of the graph.

2See Appendix XXXVI for the complete analysis.

31

69 67 65 63 61 59 57 55 53 51

49 47 45 43 /41.

s2 3

9vJ

37 35 33 31 29 27 25 23 21 19 17

\\

1 2

3 4

5 6

7 8

,741

1) a

lis21

314i

5161

7181

92D

2i 2

231

33Z

262

7MIA=

Figure 9. - Subject Three.

Plot of high motor performance scores by problems.

I

I

I

rL

ro S. Car'?

cence and dissipation of fatigue factors. In order to furtherexamine the reasons for these rises, an analysis of highestscores based on the verbal data was made.-1- In examiningthese high scores, the .9,11-)ject followed this pattern: shewent from one variable to a combining of variables, assigningequivalences between variables, combining values and vari71.blesinto larger properties, assigning values to variables, com-bining these into a variety of combinations, and narrowing thenumber of properties to the testing of a few large properties- -speed, accuracy, vertical and horizontal positions of balltoss (T,0). At the very highest scores she was combiningvalues and variables of properties singly or into larger ele-ments.

Upon examination of the plot of the mean motor perfor-mance scores in Figure 10, we see a sudden rise, followed bya drop and then a steady but fluctuating rise until a trans-ition period after problem 24 where the high score was made;the sccres dropped again between problems 25-57. The subjectread in the majority f variables (42) before problem 15,where we see a steady rise of scores. After that the subjectread in only 12 variables during which time a levelling oc-curred and then the scores dropped. Problems 3-8 show asteady mean rise with predominantly tentative solutions. Mostof day 1 shows a steady rise. The stew:J drop between problems9 and 10 finds the subject introducing a new variable (arch)which resulted in problems of coordination and timing (ele=ments) which she reorganized. She sought her solutions inother elements such as starti;g position, bent knees, and leantogether with a large number of other variables read in andcalled. During the drop from TR, 25, 26, 27, she was pri-marily concerned with ::peed and accuracy; elements such astiming, comfort; addIng together of properties; and she didnot read in any new variables.

Upon examination of the betweRn-day increases and de-creases in motor performance scores, there was 66.66% de-crease and only 16.66% increase, indicating fiat very littlelearning could be directly attributed to the theory of remin-iscence. Scores remaining the same amounted to 16.66%, whichwas equal to the percentage of increases.

In looking at the within-day increases and decreasesin motor performance scores', there were nine increases(40.92%), eight decreases (36.66%), and five scores remainedthe same (22.72%) between problems. There appears to be

1See Appendix XXXVII for the complete analysis.

2See Appendix XXXVIII for the complete analysis.

3Ibid.

33

4

71 69 67 65 63 61 59 57 55 53 51 49 47 43 39

cz37

g 35 33 29 25 23 19 17 15

ii

i_I

I1

1 2

3 4

5 6

7 8

97R

1)11

111.

2 13

14

1,5

1617

181

9 23

a 2

2 23

Zi.

1R25

25

27P

RO

BLE

MS

Figure 10.--Subject Three.


^Or .+A 'a

slightly more possibility that a score would increase thanthat it would decrease. I. examining the effects of restupon these scores, a large number of both increases and de-creases occurred during periods of no rest rather than withshort rest periods. Approximately 60% of the scores resultedin either increases without rest or decreases without rest(27.27% increase; 31.81% decrease). This indicates that al-though the subject was allowed to rest as often as desired,she seldom rested, and when she did, there appeared to be alittle less probability that the score on the serve followingthe rest would improve in motor performance than that itwould not improve. Concerning the four rest periods, threeresulted in increases and one in a decrease, indicating thatin three out of 22 cases rises in scores could be attributedto dissipation of fatigue factors. The other increases be-tween problems were due to other causes.

Upon examining the verbal problems by accuracy andspeed mean scores, the lowest mean accuracy score was .16 onday 2, and the highest sccre was 2.33 on day 4. The lowestmean speed score was .16 on day 2, and the highest was 1.33on day 4. High scores were achieved by other subjects alsoon the fourth clay. There could be a number of reasons forthis. (1) the weather was windy and cold the last three days,(2) after the fourth day the subject read in very few vari-ables; the problem became one of adding, subtracting, as-signing values to the variables, testing, and assigning equi-valencies rather than initially investigating new variables,which might be less motivating and which require more complexmental processes.

The plot of high accuracy and speed scores in Figure 11reveals the following: few if any plateaus occurred exceptat the highest score and rises in accuracy scores followedtwo out of three transition periods. Since there were so manyhigh scores, these scores would follow the general pattern ofthe total Verbal-Motor Behavior Graph. At the lowest ac-curacy scores (1, 7, 8, and 24) we see the following simi-larities: the solutions were mostly tentative; speed andaccuracy goals both were present; there was much assigningof equivalencies and adding of variables, reading in andcalling of variables and properties; T only was called tosolve the problem, and both forward and reverse patterns wereused in calling variables and properties.

In examining the plot of the highest speed scores inFigure 11, it can be seen that the high scores plateau at 2.The total pattern of the Verbal-Motor Behavior Graph woulddescribe the high scores. At the highest score, 3.00 at

13ee Appendix XXXIX. 2See Appendix XL.

354

4

6.0

5.8

5.6

5.4

5.2

5.0

4.8

4.6

4.4

4.2

4.0

3.8

3.6

3.4

3.2

1:1

3.0

E 2

.8..(

2 2.

6c.

)4 2

.42.

22.

01.

51.

61.

41.

21.

0 .8 .6 .4,

.2 .0I.

2 3

4 5

6 7

8 9

1113

0it 111213 *1516171.819 2D21.2223 2118252627

FROMM

Figure 11. -- Subject Three.

Plot of high accuracy and speed scores by problems.

problem 27, the following pattern was employed by the sub-ject: a tentative solution, accuracy and form goals, testedvalues of T, assigned equivalency and added variables (ac-curacy = T + C + eyes on the ball), eared three properties,assigned two values, employed TC, and c6Aled properties withthe reverse pattern.

In examining the accuracy speed plot of mean scoresin Figure 12, we see a rather strange pattern of extreme risesin the accuracy scores within a very fluctuating pattern ofscores. In referring to the Verbal-Motor Behavior Graph tor:ee what occurred at these high rises in accuracy at problems5, 12, and 20, we see that wiring problem five the subjectwas pursuing the possibilities of batting, hitting, puchingor putting the ball into the air (R). She did not have astated goal of accuracy. During problem 12 she was again at-tacking the possibilities of batting the ball or pounding itinto the ground with stated goals of speed and accuracy. Shewas also working on various positions of vertical ball tosswhile expressing confusion in goal. If she tossed high, shehad a better reach but less accuracy; if she tossed lower,she had more accuracy but less speed. These goals do notseem to be vastly different from the goals of the neighboringproblems. Goals of accuracy and speed predominated through-out the entire program, although there might be more positiveattacks on accuracy and speed here. Examining the low scoresat problems 7 and 23, we find that the subject was working onthe problem of tossing the ball high and reaching for it withthe result of a decrease in accuracy or tossing it lower,hitting with a sidearm, with less speed but more accuracy.This was the same problem she was trying to solve in problem32--a high scoring problem. She rejected the high toss inproblems 7 and 23 because of the poor speed results.

The following results can be seen when examining theincreases and decreases botween days in accuracy and speedscores with and without rest.-1- Of the six possible increasesor decreases in accuracy, only ene increase and two decreasesoccurred. The 16.60 increase could be attributed to remin-iscence. The fact that two cases resulted in decreases andthree remained the same shows that little learning as evi-denced in motor performance scores of this subject could beattributed to this factor. In looking at the speed scores,two cases increased, one case decreased, and three remainedthe same. Two in six cases or 33.33% of the cases could beattributed to reminiscence.

Increases aLd decreases within days in accuracy aLd

1:T7ee XLI for the complete al.alysis.

3'1

4 f;

G.0 5.8

5.6

5.4

5.2

5.0

4.8

4.6

4.4

4.2

4.0

3.8 t

g3

3.6

ca,

3.4

3.2

r2.

8v,

2l 2

.62.

4°

2.2

2.0

8 1.

8--

1.6

11.4

1.0 . 8 . 6 .4 . 2 . 0

xx ACCURA(-

4,----0

SPEED

1

1 2

3 4

.g 6

78

9 11

11.0

1R11

2131

4151

1712

)21.

22gi

tZ26

27--

PRO

BL

EM

S

Figure 12.--Subject Three.

Plot of mean accuracy and speed scores by problems.

speed scores' were about equal (accuracy = 21.73% increase,17.39% decrease; speed scores resulted in 13.04% increaseand 17.39% decrease). This indicates that there was about anequal probability that a score would increase or decreasewith this subject. A large percentage of scores remained thesame (58.62%).

In studying the effects of rest upon the increases anddecreases of accuracy and speed scores, we find that with theaccuracy scores there was 17.39% increase without rest to4.34% increase with rest; 17.04% decrease without rest to4.34% decrease with rest; 30.43% of the scores remained thesame both with and without rest. In looking at the speedscores, we see 13.04% increased without rest, 6% increasedwith rest; 17.39% decreased without rest; 0.00% decreasedwith rest; 47.82% of the scores remained the same without restand 31.25% stayed the same with rest. There were no increasesor decreases with rest, indicating that reminiscence could notbe a factor contributthg to the learning with this subject.More scores remained the same than either increased or de-creased. Rests did not appear to be a significant factor inincreases in accuracy and speed scores. As with the motorperformance scores, most increases occurred within the problems.

Subject Four

Motor data. On the wallboard test the subject had araw score of 26 which was in the 70th percentile and had a T-Score of 54. from this initial predictive score, it would beexpected that this subject would perform better than average.Her rank order on this test compared to the other subjects ,

in this experiment was 1. On the Hewitt serve accuracy test,'her scores ranged from 6 (T-Score 58) on day 6 to 18 (T-Scoreover 60) on day 4. This was rather an atypical pattern witha high scoring day preceding a low scoring day. Her scoresdid not follow a pattern of daily fluctuation which might havebeen an explanation; but a pattern of }sigh, low, high, high,low, low, high. Her reap( order on this test was 2. On theHewitt serve speed test' her scores ranged from 3 (T-Score51) on days 2 and o to 12 (T-Score 75) on day 4. This againW-3 an atypical pattern. Her racking on this test ':as 3.Her mean daily accuracy sccre5 went from .J0 or. day 1 to 1.93on day 7, a typical pattern. Her ranking was i. Her meandaily seed scores ranged from .23 on day 1 to 1.00 on day 7;

1See Appendix XLII for the complete analysis. 2

Ibid.

3See Appendix XLIII for the complete analysis.

4 See App.mdix XLIV for tne complete analysis.

5 Ibid.6Ibid.

3)

4

a typical pattern. her ranking was 2. On the mean motor per-formance scoresher scores ranged from 41.20 on day 1 to 52.64on day 1, problem 1. Her rank order was 1. Her lowest andhighest mean scores appeared on day 1 and her highest meanscore occurred in the first p" ::'em, a very strange occurrence.

In examining the composite results on the motor datafor Subject Four, we see that she scored the highest on theinitial placement test and she ranked first on the total rankorder on all tests. Her high scores on accuracy and speedwere atypical--highest scoring days occurred before lowestscoring days. Her motor performance scores followed a typicalpattern--low scores on the first day, high scores on the lase.One wonders why high accuracy and speed scores occurred on thefirst day and form scores on the last.

Verbal data. Th order the subject read in variables,properties and elements was: ve:qical position of ball toss(T), reach, arch, smash, wrist (horizontal), racket broughtdown, accuracy, racket brought up, grip, lift, whole body,horizontal position of ball toss (C), lean, relax, speed,angle, top, backswing, forward swing, feet still, on toes,contact on tcp.of the ball, timing, sway, position of racketface (R), feel of it, follow through, thinking, thumb in,contact on cerr';er of the racket, elbow up, hitting down offarm, waiting position, wind, body position, control of theracket, and natural, smooth stroke--whole stroke. She readin the main goals accuracy and speed and also the main prop-erties early. R was read in about midway in the pro am;(this pattern was used by Subjects One and Three also .

Single variables and larger elements were read in about equal-ly throughout the program. There ware more complex elementslater in the program than earlier.

In analyzing the Verbal-Motor Behavior Graph3 as toagreements and disagreements with the GSPS model, the CRTvariables were investigated first. The subject read in thesevariables in the following order: TCR. The T and C variableswere the most prevalent and occurred together most frequentlyfor both accepted and rejected problems. The predominant pat-tern for acceptable solutions was TCR but for unacceptablesolutions it was MR.

The pattern for reading in variables was mixed in

1See Appendix XLVIII for the complete analysis-.

2,.3ee Appendix XIV for the complete analysis.

jSee Appendix XLVI fub the complete Verl'al Xotor pc-havior Graph and Appehdix XLVII fo2 a synopsis of te aaIh.

40

4 :;

positive, negative and tentatively acceptable solutions. Ifthe mixed pattern is not considered, the forward pattern pre-dominated for the negative solutions and the reverse pEq-tern predominated slightly for the positive solutions. In

the mixed pattern we see the following type of pattern: for-ward, jump back to early variable, forward, jump back, for-Ilard, etc. So actually, a forward-backtracking pattern pre-vailed. This pattern was true for reverse-mixed palternsalso. However, no particular pattern was consistently pre-sent. This subject was a negative strategy learner-2;negative soIotions to three tentative solutions and 11 posi-tive solutions. The order of reading in the C variables wasC1, C5' C2' C

4'the T variables was: T2, T3' T1, and the R

variables: R1

and R-wist

(unique to this subject).-T

Combined verbal/motor analysis. In anayzing the ver-bal problems by the motor performance scores,-1- the range ofscores was 31 on day 5 to 63 on days 2, 3, 4, and 5. Uponexamination of the plot of highest motor scores in Figure 13,we see that there was a high fluctuatior between low and highscores at the beginning, a levelling off, another high rise,a low score, a levelling off and more fluctuation betwcanhigh and low scores. In looking at the highest scores only,all 32 capes occurred within problems, none between. Sinceno rests occurred here, in no cases could highest scores beattributed to reminiscence or dissipation of fatigue factors.In order to further examine the reasons for these rises,reference was made to the Verbal Motor Behavior Graph.2 Inexamining these high scores, we see this pattern: she wentfrom examination of a few variables, to reading in, assigningvalues to a large variety of single variables, to combiningthem singly, to combining them into larger elements, as-signing equivalency, putting them into a larger elementcalled "everything together" at the end of the program. 31eworked with positive goals and used both negative and posi-tive evaluations. At the very highest scoring episodes, shecombined values, variables and properties into larger com-binations of single variables or into larger elements or sub-goals or assigned equivalencies.

Upon examination of the plot of the mean motor scoresin Figure 14, we cee a much different, type graph than withthe previous subjects. She began with much higher meanscores than the others and her scores had a narrow range- -41 -53. Small fluctuations occurred at the beginning,levelling sff in the middle, a Trop at problem 24, rise at

1Aprendix XLVIII for the complete analysis.

2.lee f.lendix XLVI for the complete wAlysis.

41

)

71 69

1-67 65 63 59 57 55 53 Si

.49 14

7

45 4,1 39 37 35

^33 31 29 27 25

"-

23 21 19 17L

3.5 \1_

1 2

3 4

5 6

7 8

9101

1. 2

1314

1516

1718

1923

2122

2324

2525

2728

2930

'202

3334

,353

6373

839

PRO

BL

EM

S

13.--Subject Four.

Plot of high motor performance

scores by problems.

2 A

71

69

67

6563

61 59 5755

53

51

494745

43

39

37

35 33 31 29 27 25 23

21

19

1715

1

1 2

34 5

7 = 9 10 11 1213 14 15 16 17159 27a

22

a2425 26 2723 29

3D31

32 3

3343

5 36

yPROBLEMS

14.--SUb,ject Four.


25 followed by more fluctuating scores. From the Verbal-MotorBehavior Graph we see that at the beginning, during the fluc-tuating scores, the subject read in, assigned values, anddealt with 42 variables. Ai- the levelling off period (prob-lems 13-23, days 3 and 4) she dealt only with five variables.At the drop at problem 24, she was tense--she told herself to"relax and concentrate"; the only variable she called was grip,her main goal was accuracy and she dealt with the whole serve.At the rise (problem 25), she called 10 values and variables,denoted problem with the wind, called two elements--"feeling"and "timing" and was working on accuracy as stated. From 26-28, where scores decline, she was working on a number of vari-ables and values plus large elements of timing and balance.From problems 30-38 where the scores level off, fluctuate,but rise slightly she did not read in any new variables butcalled many old ones and combined them into larger elements.

In considering the between-day increases and decreases'in motor scores, there was 50% increase in motor scores and33.33% decrease (not a great deal of difference). Scores re-maining the same equalled 16.66%. This sh,:w6 a possibilitythat reminiscence took place between days half of the time.In looking at the w4.thin-day increases and decreases in motorperformance scores,' there were 16 increases, 13 decreases,and three scores remained the same. Increases amounted to50%, decreases to 40.62%, and scores remaining the same to9.32% of the total scores. There appears to be about anequal chance that scores would increase or decrease with thissubject. In examining the effect of rest upon these within-day scores on accuracy and speed,) we see that there were moreincreases and decreases occurring without rest (43.75% in-crease, 34.37% decrease) than wish rest (3.72% increase, 9.37%decrease). Scores remaining the same with rest equalled 3.12%and scores remaining the same without rest equalled 16.25%.This subject seldom chose to rest, and if she did, the shortrest period did not result in an increase in the following in-itial motor performance score any more than a decrease. Inonly one case was there an increase in score following a shortrest period. This increase could be attributed to the dis-sipation of fatigue factors. The increases between the 14other problems must be attributed to other factors.

In analyzing the verbal problems by the accuracy andspeed scores, 4 upon examining the accuracy scores the fol-lowing can be seen: the low accuracy mean score was 0 onday 1 and the high score 2.21 on day 7. The lowest speedscore was 0 on day 1 and the highest was 1.14 on days 5, 6,

1117.^e Appendix L.

2ItAd, 3 Aprendix LI.

4,,See Apiendix LIII for the complete analysic-.

44

and 7. This subject followed what would be a typical pat-tern with low scores on day 1 and high scores on day 7. Inexamining the plot of high accuracy and speed scores inFigure 15, two extremely low scores occurred at problems 3and 4. At these low scores the subject came either to atentative solution or to an acceptable solution, and goalsof speed and accuracy were present. She read in two pro-perties, called four properties, assigned four values, usedCT only, and used a reverse pattern of call. At the highestscores (7, 8, 11, 15, 16, 17, 21, 29, 36, 38, and 39) thesubject did the following: she employed accuracy and speedgoals, called properties, assigned values, used TCR or RCTto solve the problem, and used a variety of pattern in callingvariables. At the one plateau (22-28) we see the following:the subject worked on the accuracy goal, on the elementstiming and form; called variables; assigned values; used Ror RC in solving the problem, and used a mixed pattern ofcall. In examining the plot of highest speed scores, thesubject levelled off at two. The general plan of the totalVerbal- Motor Behavior Graph describes the pattern of thehighest speed scores. The low scores at three and four co-incided with the low accuracy scores above.

In examining the plot of mean accuracy and speed scoresin Figure 16, we see a very fluctuating pattern of accuracyscores. The speed scores also followed a fluctuating pat-tern, but the scores were not as high. There were no plateaus.In referring to the Verbal-Motor Behavior Graph at problems18 and 33 where the low scores occurred, we see that at 18the subject was examining the whole serve; working on "timing"and "feeling" elements; reading in a new variable (H); cal-ling nine variables, four values; reading in variables in aforward pattern; and rejecting the solution. In problem 33she was working on accuracy, calling three variables in re-verse, and rejecting the solution. The only thing in commonbetween these 4s that she rejected both solutions and wasworking on hituing down.

Upon examination of the increases and decreases betweendays in accuracy :old speed scores,' we see that there were noincreases in SCO1J, one decrease, and five scores remainingthe same in accuracy; and no increases between days, no de-creases, and six scores remaining the same in speed scores.This no percentage of increase or decrease in either scoreindicates that no increase could be attributed to reminis-cence or to forgetting.

In looking at the increases and decreases within daysin the accuracy and speed scores,2 there were a;Troximately

-See Arl,endix TAIL

45

5tY1

2i.

id.

6.0

5.8

5.6

5.4

5.2

f.0

4.8

4.6

4.4

4.2

3.8

3.6

3.4

8 3.

23.

o2.

8m

2.6 2.2

`" g2.0

g 1.

81.

6

1.2

1.0

. 8

.6

.2

. 0

0-0-

0- 0

.0-

0-0-

0.0

-0-

x-x ACCURACY

1I

Ico- -- o

SPEED

1I

I1 2

3 4

5 6

78

9 1u

1112

13 1

4 15

16 1

7181

9 20

2122a

P-25

25.

27 2

329

3D31

3233

31+

3535

3738

39

PROBLEMS

Figure l5.--Subject Four.


6.0

5.8

5.6

5.4

5.2

5.0

4.8

4.6

4.4

4.2

4.0

3.8

3.6

3.2

3.0

2.8

2.6

2.4

2.2

2.0

1.8

1.6

1.4

1.2

1.0.8 .6 .2

.0

rx- x ACCURACY

oo

SPEED

1 2

34

5 6

78 9 1 0 1 1

1 21

3 1

4 1

5 1

6 1

7 ]

81 9

2 ) 1

2 2

2 32 4 25

26PROBLEMS

16.--Subject Four.

Plot of mean accuracy

accurac:, = 6.

Maximum speed = 4).

2 7 2 8 2 9 3 0 3 1 3 2

3 3

3 +

3 5

3 6

3 7

3 8

39

and speed scores by

four times as many increases as decreases in the accuracyscores. The percentage of increases was 46.87%, decreaseswas 12.5 %, and 40.62% remained the same. In looking at thespeed scores within days, we see 43.75% increased, 9.37% de-creased, and 46.87% remained the same. This 43.75% increasetook place between the problems. However, concerning boththe accuracy and speed scores, the large percentage of scoresthat remained the same or decreased must also be noted. Thesescores indicate that either much of the learning did not takeplace between the problems or that both increases and scoresremaining the same and are essential to the learning process.

In examining the effects of rest upon the increases anddecreases of the accuracy and speed scores,' it can be seenthat with the accuracy scores there was 0% increase occurringwith rest and that the 46.87% increase occurred without thebenefit of rest. In considering the decreases, 3.12% tookplace with rest and 9.37% without rest; scores remaining thesame equalled 12.50% with rest and 28.12% without rest. Inexamining the speed scores, 0% increase took place with rest,43.75% increase took place without rest; 3.12% decrease tookplace with rest, 6.25% decrease took place without rest; 32.5%of the scores'remained the same with rest and 34.37% stayedthe same without rest. All increases in scores took placewithout rest. The subject rested very little--only four times,and after the four rests, her scores remained the same. Noincrease in scores could then be attributed to the dissipationof fatigue factors. In comparing the increases and decreaseswith rest, there were more decreases (3.12%) than increases(0.00%) in both accuracy and speed scores without rest, in-dicating forgetting as the prime factor between problems inaccuracy and speed scores.

Subject Five

Motor data. On the wallboard test this subject had araw score of 12 which was in the 7th percentile (T-Score 4)compared to other students of beginning tennis. Although thesubject felt she had better than average motor skill, thisdid not appear to be the case, at least on this skill. Herrank order on this test was six compared to the other sub-jects in this experiment. On the Hewitt serve accuracy testher scores ranged from 2 (T-Score 48) on day 5 to 11 (T-ZJcore67) on day 7. Although her low score preceded her high score.it seems unusual that her low score occurred on day 5. Thismight be attributed to the wind factor which was not such apr,:dominant factor on the first four da.;:s. Her rank orderthis test was 6. On the Hewitt revve sieed portion of thet2st2 her scores ranged from 2 (T-Sc:re 46) on (lays 4 aLd 5,to 7 (T-Score 63) on day 7. 'Die low score on ci,:y 4 could rot

lee ApFendix L1V. 2See Ailendix LV.

2JIAd.

48

Jr

be attributed to the wind although it could on day 5. Herrank order was 6. Her mean daily accuracy scores went from.24 on day 4 to .95 on day 1. This was a very atypical pat-tern as one would expect the high score to be on the last dayrather than on the first. 4er ranking on this test was 6.Her mean daily speed scores ranged from .19 on day 4 to .63on day 1, again a very atypical pattern. Her rank order onthis test was 6. The mean motor performance score) went from12 on day 1 to 53 on day 4. Her rank order was 3. The highscore on day 4 with low scores on days 5, 6, and 7 might beattributed to weather conditions.

In considering her composite results on the motor tests,she ranked the lowest in both initial placement test and onthe composite score. The only score -hich was not last washer motor performance score. Her high scores followed herlow scores on all tests; her high testing scores occurred onday 7 and her high mean scores were found on day 4, which isan interesting result. Did she give an all-out effort thatmotivated her to achieve on the last test in spite of heraverage performance?

Verbal data. Thc order the subject read in variables,properties and elements"' was: speed, contact on center, ac-curacy, vertical position of bail toss (T), arm (move less),wrist (horizontal position), nervousness (relaxati,..m), grip(tighter), concentration, control, timing, arm (elbow posi-tions), movement on the court, angle, horizontal position ofball toss (C), grip (type), starting position, reach, form- -feeling, exchange of rackets, spin, arch, step back, lean,follow through, racket brought up, position of racket face(R), momentum, foot position, movement of whole body, co-ordination, wrist (snapped), wind, balance, faster movement(timing), finger on the racket, and backswing. She read invariables and values quickly--33 on days one and two. Onthe other five days she read in a total of 28 variables, Sheread in the main goals of accuracy and speed early and alsothe CT variables. The R variable was introduced late in theprogram. (This CT-R pattern was followed by Subjects One,Three, and Four also). She read in a mixture of variables,properties and elements. The longer, more complex elementswere scattered throughout the program rather than more ofthem being introduced at the middle or end.

In analyzing the Verbal-Motor Behavior Graph5 as to

1See Appendix LVI. 2See Appendix LV.

3See Appendix LX. 4See Appendix LVII.

5See Appendix LVIII for the complete Verbal-Motor Be-havior Graph and Appendix LIX for the synopsis of the graph.

49

56

agreements and disagreements with the GSPS model, the CRTvariables were investigated first. The subject read in thesevariables in the following order: TCR. T and O predominatedin all solutions whether they were negative, positive, or ten-tatively accepted. T predominated in all early problems. Rdid not appear until episode 21. The reverse pattern forreading in variables predominated in problems with acceptableand negative solutions. Mixed patterns, followed by reversepatterns, occurred most frequently in tentatively accentedsolutions. A positive-type learning strategy prevailedthroughout the first part of the program with such positivereinforcements as "I like my serve" or "My serve is pleasingto me." Later the subject showed more insecurity or questioning.On the last day, after watching herself on the television moni-tor, she said nothing. The order of calling the C variablewasC

C4'C the order ofC1' 4' 2' Left (unique to S.)' 03-

:

reading in tho T variables was: T1, T3, T2 . (It is difficult

to distinguish between T1 and T3

in the verbal protocol.) R

was considered in two problems only, and the consideration ofR occurred when considering the arm-elbow position.

Combined verbal motor analysis. In analyzing the ver-bal problems by the motor performance scores, the range ofscores went from 12 (day 1) to 58 (day 4). Upon examinationof the plot of highest motor scores in Figure 17, we see thatthere was a fluctuation between high and low scores from thetransition period following problem 29 until problem 33 whenwe see a drop followed by a rise and another drop. In fur-ther examining these high scores, we see that 41. rises oc-curred within problems and 2 between. In all cases includingthe two high scores between problems, rises occurred withoutrest. Learning as indicated by high performance scores tookplace within the problems themselves ...sxcept for two cases,indicating that highest Scores of this subject cannot be at-tributed to reminiscence or the dissipation of fatigue factors.In order to further examine the reasons for these rises, an ,analysis of highest scores based en the verbal data was made.'In examining these high scores only, we see,that on each ofthese scores the subject was assigning values to variables,testing one positive goal, assigning equivalences, and com-bining single variables. At the lowest points (4 and 14),she was working on decreasing speed (not form). At problem28, the highest scoring problem, she was working on accuracyassigning eqvivalencies, and combining variables (accuracy =angle + spin hit down). At the plateau of high scores(TR-33) she was working on a largJr element--coordination;introducing two new properties--lean and body position; as-signing equiva]encies (coordination -dean + body position);

)See Appendix LX. "See Appendix LXI.

50

5p.

C9 67 1_

65 63 61 59 57 55 53 51 49 47

Cr)

45

1 43

L.)

839 37

-g 3

5'

33 27al

l29 25 23 21 19 17 15

1

1 2

3 4

5 6

7 8

9101

1121

3141

5161

7181

92)2

L22

2:3X

2527

2329

1R3)

31.X

e33Y

+35

3637

3839

1RT

R40

1RPR

OB

LE

MS

Figure 17.--Subject Five.

Plot of high mctor performance

scores by pro'clems.

testing and combining variables (body position + angle + T +lean). She started with a transition period with no comments.The last half of the program was marked by fluctuating scores;she was testing variables, combining properties into largerelements, assigning values, assigning equivalencies, andtesting one variable. She used both positive and negativeevaluations. Most of her goals were positively stated.

Upon examination of the Plot of the mean motor scoresin Figure 18, we see a pattern that is quits similar to theplot of highest scores. The high mean score at problem 19also contains the highest score. A plateau occurred at prob-lems 22-24 where there is a pronounced rise in score, on thehighest scores. In examining the Verbal-Motor Behavior Graphwe see that during these problems, the subject was working onboth accuracy and speed and she was highly dissatisfied withboth. She stated she was satisfied with the serve in episode23. She was working on the element timing and the followinvariables: horizontal position of the ball toss

(Cleft' C45'reach, tighten grip, and angle. She accepted all three solu-tions to the problems but rejected most of the serves. Sheused reverse reading in of the variables. Upon examinationof the total Vrbal Motor Behavior Graph, we see that earlyin the program the subject read in single variables and singleelements, assigned values, rejected some values and acceptedothers, called in more complex elements, as feeling, at prob-lem 13. At problem 17 she worked on the complex concept ofaccuracy-speed, vertical l'osition of ball toss, spin, gripand wrist snap combinations. She added variables and com-bined them into a complex pattern (scores drop due to com-plexity of the task). She called previously read-in vari-ables, assigned values, combined them into elements, rejectedand accepted values until problem 20 which is marked by alarge rise in score. At 20 she dealt with the complex prob-lem of changing grips (score drops) and called nine variables(combined them) in trying to solve the problem which resultedin P. tentatively accepted solution. She continued callingvariables, assigning values, adding and subtracting variablesand values, dealing with accuracy, speed, form, and timingelements until problem 26 where she looked at the pictures(drop in the scores). After looking at the pictures, sheread in two new variables (26 and 27 low scores) in workingon accuracy and speed and called 12 variables to attack theproblem, ending in a tentative solution. At 28 (high score)she read in new variables, called two variables, assignedvalues, worked on the accuracy goal, and accepted the solution.At 29, timing and coordination elements were attacked in pur-suit of the speed and accuracy goals. She called two vari-ables and rejected the solution. She continued in this mannerof calling variables, assigning values, adding, subtractingvalues and variables, working on coordination, timing, and formelements in attacking the main problem of accuracy and speed.She called fewer variables from problem 39 until the end(almost entirely without comment).

52

61

71 69 67 65 -

63 61 59 57 55

.-53 51

.

4941

47

845 3

le 3

901

37 35 3? 29

8 <z5 23 21

19

1715

2.

12

3 4

56

78 91011.1213141516171819202122232425262723291R3D31)23334353637,3391R1R4OTR

PROBLEMS

Figure 18.--Subject Five.


In examining the between-day increases and decreasesin motor performance scores,1 there was a 33.33% increase,66.66% decrease and 0.00% of the motor performance scores re-mained the same between days. This indicated more likelihoodthat forgetting rather than reminiscence took place betweenthe days. In looking at the within-day increases and de-creases in the motor performance scores, there were 16 in-creases (43.24%), 15 decreases (40.54%) and six scores (16.21%)remained the same within days between problems. These scoresindicate that there appears to he a very slight probabilitythat a score would increase rather than decrease with thissubject. There is more chance that the score would eitherincrease or decrease than that it would remain the same.

In considering the effects of rest upon the motor per-formance scores,3 there were many more increases occurringwithout rest than with rest (14 or 37.83% without rest to 2or 5.40% with rest). Also 14 (37.83%) decreases occurredwithout rest to 1 (2.70%) with rest; 5 (13.51%) remained thesame without rest, and 1 (2.70%) stayed the same with rest.There appears to be more chance that a score would increaseor decrease without rest than with rest. In comparing in-creases and decreases with rest, there appears to be only aslight possibility that scores would increase rather than de-crease. In two cases (5.40% of the cases) rises could be at-tributed to the dissipation of fatigue factors.

In analyzing the verbal problems by th accuracy andspeed scores,4 the low accuracy mean score was 0 on days 3and 4 and the high score was 2 on day 3; the low speed scorewas 0 on days 3 and 4 and the high score was 2 on day 3. Thiswas an atypical pattern with high and low scores both oc-curring in the middle and in the same problem. In examiningthe plot of highest accuracy and speed scores in Figure 19,we see the following similarities in examining the highestof the accuracy scores at 3, 23, 33, 33, and TR following 40;the subject was examining elements, Galling variables and.properties, assigning values, and employing a forward patternof call. At the one plateau at 4-8, we see the following:both accuracy and speed goals, reading in and assigning values,T only used in solving the problem, mixed order in callingvariables and properties. In examining the low scores amongthe highest accuracy scores, at 18, 19, 20, 26, 27, 28, and TRfollowing 29, we see the follOwing similarities: mostly ac-curacy goals, examining of elements, reading in, calling, as-signing values, T or TO investigated, mixed order in calling.In examining the plot of high speed scores, there was a

1See Appendix LXII. 2Ibid.

3See Appendix LXIII. 'See Appendix LXIV.

54

U1)

".'

X

+ 9--):

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ga4Dc----;-:--____-..

010 0.

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000No4N000o4oroo0 .olevoc0.o4N000,o*N0c0so4 C.4 0.Z,AuNAA,A3 -..4.1.;Ar;me!rc:r4c.144,-1,-1,-1,1,-1*

sums usais I;(0% 2130Y

55

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plateauing of high scores around 2 as with Subject Four; also,many scores stood. at 1. A few scores were 0. For the 1 and 2scores, one can examine the general pattern of the Verbal-Motor Behavior Grap11. At the lowest scores we see the samesimilarities as those of the low accuracy scores. In exam-ining the plot of mean accuracy and speed scores id Figure 20,we see fluctuating rises and falls throughout the programmarked by a few plateaus (18-20 and 24-36), a few very highmean accuracy scores (3, 14, and 25) and mean speed scoros(17 and 25). In referring to the Verbal-Motor Behavior Graph,at plateau 18-20 the subject was primarily working on spin,arching her back and grip together with a number of accompanyingvariables. She was disgusted at episode 19, although she saidit "feels good"; and uncertain at 2C--"as much spin"? Atplateau 24-36 she was uncertain, looked at pictures, came upwith new variables, questioned a number of variables, was dis-gusted, didn't know what she was doing wrong,, blamed the wind,was working on timing, came up with many tentative solutions,and ended with the stated goal she was "getting everything to-gether." After that her scores rose, dropped, and rose again.In examining the high accuracy mean scores at 3, 14, and 25,we see accuracy goals and the acceptance of her serve--"feelsgood"; but the serve was too hard at 14. There was no statedgoal at 25. In looking at the high speed scores at 17 and 25,we see a stated speed goal arvi a desire to increase spin; how-ever, this decreased accuracy. At 25 there Ias no staged goal.

In examining the increases and decreases between daysin accuracy and speed scor6s,1 we see that there were 0 in-creases, 1 decrease (16.66%), and 5 scores (83.33%) remainedthe same with both speed and accuracy scores. Learning couldnot be attributed to reminiscence, and only 16.66% decreasescould be attributed co forgetting. Most scores remained thesame. Most of the learning took place elsewhere. In exam-ining the increases and decreases within days in accuracy andspeed scores, we see 13 increases (35.13%), 8 decreases(21.62%) and 16 (43.24% of the scores remained the same. Withthe speed scores there were nine increases (24.32%), seven de-creases (18.91%), and 21 scores remained the same (56.75%).

The effcts of rest upon the increases and decreasesof accuracy scores within days) resulted in two increases withrest (5.40%) and seven increases without rest (18.91%). Thisincrease could be attributed to the dissipation'of the fatiguefactors. There was one decrease with rest which could be at-tributed to short term decay. There were six decreases withoutrest (16.21%) which might be attributed to the accumulation offatigue factors, short term decay, or other explanations.

1See Appendix LXV for the complete analysis. 2Ibi6.

3See Appendix LXVI.

56

65

6.0

-5.

85.

6x

xA

CC

UR

AC

Y5.

40-

- -0

SPE

ED

5.2

5.0-

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64.

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8

3.4

3.2

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2.8

2.6

2.4

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1.6

1.4

1.2

1 2

3 4

5 6

7 8

9101

1121

3141

5167

7181

920a

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2723

2971

3031

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7333

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Figure 20. - -Subject Five.

Plot of mean accuracy and speed scores byproblems.

(Maximum accuracy = 6.

Maximum speed = 4).

One score remained the same with rest (2.70%) and 20 scoresstayed the same without rest (54.05%). We see the followingeffects of rest upon the increases and decreases of the r..±eedscores: two increases with rest (5.40% and 11 increaseswithout rest (29.72%). The two increases could be attri-outedto the dissipation of fatigue factors, the 11 without lesb toother learning factors. There was one decrease (%_.70%)withrest and seven decreases (18.91%) without rest. The sevendecreases without rest could be attributed to the accumulationof fatigue factors, the decrease with rest to short-termforgetting or other learning factors. Fifteen scores re-mained the same without rest (40.54%) and one stayed the samewith rest (2.70%)

Subject Six

Motor data. On the wallboard test the subject had araw score of 26 which was in the 59th percentile (T-Score 521compared to other beginning students. She was about averageon this motor skill. Her ranking compared to the other sub-jects in t4s experiment was two. On the Hewitt serve ac-curacy test -L her scores went from 4 (T-Score 53) on day 1 to19 (T -Score over 80) on day 5, a typical pattern. On day 6(her last day) her score dropped very low which may be at-tributed to wind, short practice period, or watching herselfon the television monitor. Her ranking on this test was 1.On the Hewitt serve speed test2 her scores ranged from 4 (T-.Score 53) on day 1 to 12 (T-Score 75) on day 6; again, atypical pattern. Her ranking was two. Her mean daily ac-curacy scores3 ranged from .67 on day 1 to 1.02 on day 3.This differed from the Hewitt serve test results. The highscore on day 3 might be attributed to weather factors althoughother factors appear in the Verbal-Motor Behavior Graph. terranking was two. The range of her mean daily speed scoree+went from .43 on day 1 to .90 on day 3. This was the samepattern as for the Hewitt serve speed scores. Her ranking,was one. On the mean motor performance performance scoresher scores ranged from 25 on day 5 to 58 on days 4 and 5. Thiswas the subject's only atypical pattern--low and high scoresappearing on the same day. A further analysis of low and highscores will be made later. Her ranking on this test was four,which was her lowest ranking on any, of the motor tests.

Composite results of the motor data ranked this subjecttwo. Her initial ranking on the wallboard test was also two.She followed a typical pattern (low scores on first day withhigh scores on the last day) except for the mean motc,2 perfor-mance scores.

1See Appendix LXVII.2Ibid. 3See Appendix LXvIII.

4Ibid, 5See Appendix 'XII.

5b

I

tr. v.,.

Verbal data, The order the sub.ect real in variables,properties and elements1 was: form--feel, grip (steady),position of racket face (R), wrist. (flexion, eyension,hyperextension), the ball hit down, vertical r):1_tion of balltoss (T), accuracy, speed, follow through, cont..!t on centerof the racket, foot action, backswing, movement .1-1 the court,bend knees, eyes on the ball, balance, horizontai positionof the ball toss (C), wrist action (horizontally), reach,forward swing, timing, arch, br,ly .dositioninc, elbow (bentor straight), racket brought up, the ball hit ui., step back,slice, wind, forearm (shorter or longer), ccmtact on top ofthe ball, left leg stationary, lean to the lef-L, and theracket follows the ball in the air. The subject read in 31variables on the first two days, more than the number of vari-ables read in on the last four days combined! read inonly one variable on the fourth day, none en the fifth. ShereaU in the main goals of accuracy and speed, the subgoal ofform, and the CRT variables early. Most of the elements wereread in from the middle of the program to near the end.

In analyzing the Verbal Motor Behavior Gra h 2as to

agreements and disagreements with the GSPS mod the CRTvariables wore considered first. She read in -6nese variablesin the following order: RTC. The most prevalent pattern wasTRO. The portion RT predominated early; C was picked up inproblem 7. The reverse calling pattern predominated in rega-tive and positive. solutions; the mixed pattern followed bynegative pattern predominated in the tentative or question-able solutions. Negative solutions were more common thanpositive or tentatively accepted solutions. The subjectshowed disgust, tiredness, and soreness toward the end ofthe learning sessions. Negative solutions predominated nearthe beginning and enu of the sessions, positive solutions inthe middle. Alter observing herself on the television moni-tor, she reacted with negative solutions and feelings of dis-gust.' The order of reading in the C variable was: C C3,

3'0 the order for the T variable was: T3, T2, T the5' Cl; 3' 2' l'order for R was: R3, R2, R

l' and Rleft (subject's individualvalue).

Combined verbal motor analysis. In anolyzing the ver-bal pra.lems performance scores), the range of

'See Appendix LXIX.

2See Appendix LXX for the complete Verbal Motor Behavior

Graph and Appendix LXXI for a synopsis of the graph.

73See Appendix LXXII for tho complete analysis.

59

68

scores went from 25 on day 5 to 58 on days 4 and 5. In examin-

ing the highest motor scores onlyl there were 36 within-problemincreases and only one between-problem increase among these

scores. All of the rises, including the one between problemrise, took place without the possibility of reminiscence oc-curring. These highest scores per problem are plotted inFigure 21. In analyzing these highest motor score episodesusing the Verbal Motor Behavior Graph, we see the followingpattern: assigned values, tested variables, combined vari-ables, combined variables and properties, assigned equival-ences, combined propert ies into elements, tested properties,recycled through the above processes, narrowed down propertiesand elements, and assigned new equivalences. During theearliest scores she was assigning values, testing one vari-able, and combining variables. In the middle of the programshe combined variables.and properties, assigned values, com-bined variables and properties into elements, tested and en-larged the number of properties. Late in the learning situ-ation the subject narrowed down the number of properties intolarger elements which were-easier to call, tested, investi-gated single variables, and assigned equivalences. At thehighest score (12) the subject was increasing accuracy anddecreasing speed, working on form, calling five properties,did not read in any new variables or properties, assigned orcalled four valuer, used RC to solve the problem, and usedthe reverse pattern in calling the variables. At the lowestof the highest scores (33) she was working on accuracy andform. She read in one variable, called two properties, as-signed one value, did not use either 0, R, or T, employed areverse pattern in calling variables, and was tired and dis-gusted. There were three short plateaus: 5-7, 9-11, and 15-17. In looking at the Verbal Motor Behavior Graph at theseplateaus, we see at 5-7 the subject was vorkinfr.on increasingaccuracy, debating between various heights of ball toss,reading in six new variables, attacking the element of bal-ance, assigning equivalences (R = hit square and aim), callingsix properties, calling or reading in nine values; callingTRC to solve the problem, and using reverse and forward pat-terns in calling tho variables; the solutions are either posi-tive or negative and she has a positive, attitude toward theserves. At 9-11 (all positive solutions) her main goal wasaccuracy, she called the elements balance and feeling, readin one variable, was working on various heights of ball t.ss,called seven variables, read in or called eight values, usedTCR to solve the problem, and used forward or reverse pat-terns in calling. At 15-17 the main goals were to increaseaccuracy and speed; she attacked the elements of timing andform, assigned equivalences (B = RCH), added variables (TB; RCH + T + B + T

3 '

)* she did not read in any new properties,

1See Appendix LXXIII.

60

69

69: 6

7 65 63 61 59 57 55 53 51 -49 47 45 43 39 37 35 33 '31 29 27 25 23 21 19 15

1 2

3 4

5 6

7 8

9101

1121

3141

516V

1819

2)a

2237

2'4.

2522

C72

ML9

))31

.323

3P

RO

BLE

MS

Figure 21.--Subjet Six.

Plot of high motor performance scores by problems.

called three properties only (was testing these three), calledor read in seven values, used TRC to solve the problem, usedreverse or forward-backtracking (mixed) patterns in callingthe variables; solutions were sositive, rejected the solu-tions, accepted or tentatively accepted the serves. Plateausdid not seem marked by lack of motivation or a decrease inlack of effort. For this subject, these plateaus were markedby: insecurity in goal (denoted by "maybe" statements), toomany goals, attending a new problem, assigning values oradding variables, combining properties into larger elements,elimination of some properties through testing, and narrowingdown the scope of investigation. In order to do the latter,many possibilities were investigated. These plateaus appearto be a time of increased mental activity, rather than de-creased. They also appear to be necessary for future in-creases.

Upon examination of the plot of the mean motor scoresin Figure 22, ve see that there were no plateaus; scoreseither increased or decreased within a small range. At thehigh scores at 18, 24, and 36 we see the following. at 18the subjeot came to a positive solution, the main goal was toincrease accuracy; she added variables (RCH + B T), calledfive properties, assigned or called three values; TO was usedto solve the problem, and the reverse pattern was used incalling variables. At problem 24 we find the following: anegative solution, acceptance of the serve; her goal was taincrease accuracy; she read in one variable, called six pro-perties, read in or assigned nine values ; .CRT was used tosolve the problem, and a miced pattern was employed to callvariables. At 26 (a questionable solution) her goals were toincrease accuracy and decrease speed; form goal was present;she read in one property, called six previously accepted pro-perties, assigned or read in four values; used TO to solve theproblem, and used the reverse pattern to call the variables.Only the following similarities seem to be present: to in-crease accuracy was the goal; she called properties and as-signed values.

At the low scores at problems 16, 30, and 33 we findthe following: at problem 16 the subject arrived at a nega-tive solution, accepted the serve, her goal was to increaseaccuracy. She was working on the element timing; added vari-ables (T + B; BCH + T + B), assigned equivalences, calledthree properties, assigned or called six values; used T onlyto solve the problems, and used forward or forward-backtracking(mixed) pattern in °ailing properties. At problem 30 she cameup with a positive solution; was working on the accuracy goal- -right hand corner; was working on the elements tiring, form,and Calance; read in two properties; called 10 properties;Assigned or read in ?2 values; used RTC to solve the problemand employed forward backtracking (mixed) patterns to callthe variables.' At problem33 we find a tentative solution:her goal was to increase accuracy, she was working on the

62

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Figure 22.--Subject Six.

Plot of mein motor performance scores by problems.

1

element balance, called four properties, assigned or read inthree values, used CE to solve the problem, ani employed areverse pattern in calling the variables. Common operationsoccurring at these low mean scores were: accuracy goal,called properties, read and called values (same as the highestmean scores).

In examining the between-day increases and decreasesmotor performance scores,1 wa find two increases (40),

three decreases (60%), and 0 scores remained the same. Withthis subject there was more probability of decrease occurringbetween days tha-1 increase, more possibility of forgettingthan reminiscence. Withln-d,,y increases and decreases inmotor performance scores' resulted in 10 increases (32.25%),nine decreases (29.03%), and scores remaining the same(38.700). These scores indicate that there was about an evenpossibility that scores would either increase, decrease, orremain the same within days between problems with this sub-ject.

In the effects of rest on the motor performance scores,-there were more increases vithout rest (32.25%) than, with rest(0%). There were more decreases without rest (29.03%) thanwith rest (0%).: Problems remaining the same without rest were55.480, and those remaining the same with rest equalled 3.22%.That a score would either increase, decrease or remain thesame with rest were all about equally probable. If initialscones between problems decrea;is as often as increase, learningmust either take place in this manner or learning must takeplace elsewhere thar between the problems (as hypothesizedin the initial experiment). There were an equal ntImber of in-creases and decreases with rest (0%); no learning could beattributed to th, dissipation of fatigue factors. It mightbe pointed out that with rest the nine decreases might nothave occurred. This does not seem very likely, however,since the subject could rest as needed.

In analysing the verbal problems by accuracy and speedscores, we find the low accuracy mean score was .14 on day4 and the high score was 1.83 on day 3. Upon examination ofthe speed scores, the lowest mean score was .14 on day 4 andthe highest was 1.33 on day 3. The pattern of accuracy andspeed mean scores was atypical ln that lowest mean scoresfollowed highest wean scores. In eyamining the plot of highaccuracy and speed scores in Figure 23, a highly fluctuatingpattern is evident. At the very highest ocores we find thefollowing similarities: the subject pursued the accuracygoal; employed tentatively accepted solutions; called vari-

1See Appendix LXXIV. 2ibid.

3See Appendix LXXV. 4See Appendix LXXVI.

64

73.

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Maximum speed = 4).

ables; assigned values; T, TR, or TC predominated in solvingthe problems; a variety of pattern was used; reverse patternof calling was most predominant. In examining the lowest ofthe high accuracy scores we eee the following similarities:the subject was working on a more complex mental task suchas assigning equivalence; adding variables; testing twovalues; calling propertie,F. or variables; assigning vaiaes;employing T or TC to solve the problem ; or using a varietyof patterns of call, although reverse pattern predominated.The differences between highest scores and lowest of the highscores in accuracy seems to be that on the high scores thesubject had centered her thinking,on accuracy and for the lowscores she was involved with more complex operations. Therewere no plateaus.

In looking at the plot of the highest of the speedscores, we find that the subject's scores plateaued at twothroughout the whole program. The general plan taken fromthe Verbal Motor Behavior Graph would describe what occurredat these scores. On examining tte lowest of the high speedscores we see the following similarities between the scores:most of these occurred in the first part of the learningperiod, most involved complex mental processes of assigningequivalences, adding, testing, or calling variables and pro-pertAes; assigning values; employing T or TRO to solve theproblems; or employed a variety of patterns in calling of pro-perties with the reverse pattern predominating.

In examining the plot of mean accuracy and speed scoresin Figure 24, we see a very fluctuating pattern with highrises particularly in accuracy scores. There were no plateausamong the accuracy scores. Among the speed scores there werea few plateaus at problems 1-3i 14-16. In referring to theVerbal-Motor Behavior Graph at these places, at 1-3 we seetie following: a negative solution, acceptance of serve,and a tentative solution; goals were to increase accuracy anddecrease speed; the subject worked on form; she read in 11variables, assigne3 one equivalence (decrease speed = decreasefollow through), called three properties, assigned or read in10 values, employed RT to solve the problem, and used thereverse pattern in calling the variables. At 14-16 we find atentative solution, acceptance of the solution, and a re-jection of the solution and the serve; goal was accuracy,worked on timing and form elements; assigned equivalence(B=RCH); read in no new variables; called four properties;

`,assigned or called five.values; PR were used to solve theproblem; and she employed reverse or forward-backtracking pat-tern in calling variables. At bath plateaus we see the fol-lowing similarities: accuraoy'goa1; the subject assignedequivalence, worked on the element of form, called and as-signed values, and used the reverse pattern in calling vari-ables.

In examining the highest mean accuracy °cores at 4,

66

6.0

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1 2 3 4 5 6 7 8 91011 1213 1415 16 17181920 21 2223 1R24 25 2S 27'6 293031 323334 3536

PROBLEMS

Figure 24. --Subject Six.

Plot of mean accuracy and speed scores by

problems.


Maximum speed = 4).

12, 17, 20, and 23 the following similarities can be seen:thesubject employed toth accuracy and speed goals; called pro-perties, called a large number of values, and employed areverse pattern in car.ing variables for all out one problem.Upon examining the lowest scores in both accuracy and speedscores at problem 29 we see: a tentative solution, a testingperiod, subject read in one property, tested values of thisproperty, called s4.x formerly used properties, called or as-signed five values, used T only to solve the problem, and em-ployed a mixed pattern in calling the variables.

In looking at the increases and decreases between daysin accuracy and speed scores,_ we find the follc :ing: therewas one increase (20%), one decrease (20%), and three (60%)of the scores remained the same with both the accuracy andspeed scores. There was one riee that could be due to remin-iscenca, one decrease that could be attributed to forgetting;nothing appears to occur with most of the scores. In lookingat the increases and decreases in accuracy and speed scoreswithin days,3 we see there were 11 increases (35.48%), ninedecreases (29.03%), and 11 scores remained the same (35.48%).With the speed scores, there were eight increases (25.80%),nine decreases'(29.03%), and 14 scores remained the same(45.16%).

In order to further analyze these increases we willlook at the effects of rest upon these scores.3 With the ac-curacy scores increases without rest occurred ten times (32.25%),with rest one time (3.22%); decreases without rest occurrednine times (29.03%), decreases with rest 0, : :cores remainingthe same without rest occurred 11 times (35.48%), and scoresremaining the same with rest occurred 0 times. With thissubject most of the increases took place without rest. The

'one increase with rest (3.22% of the cases) might be attri-buted to the dissipation of fatigue factors. We must lookelsewhere for the increase without rest in the 35.48% of thecases where rises occurred. The 29.07% of decreases withoutrest might be attributed to the accumulation of fatigue fac-tors, short term decay, or other factors. In examining theeffec:; of rest on the speed scores, we see one increase withrest (3.22%), seven increases without rest (22.58); no de-creases with rent, nine decreases without rest; no scores re-mained the same with rest, and 14 remained the same withoutrest (45.16%). The 3.22% of the increases with rest couldbe attributed to the dissipation of fatigue factors; the22.58% without rest is examined in the Verbal-Motor BehaviorGraph analysis; the 9% degrease without rest could be attri-buted to accumulation of fatigue factors or short term decay.

1See Appendix LXXVII. 2Ibid. 3See Append'A

68

I

Ifttql rpgaws. ',AMMO" ranor ,10,91. n."5, 'IA.

More scores remained the same than either in,reased or de-creased indicating that most of the learning must take placewithin the problems rather than between them. The zerodecrease with rest indicates rest contributes to neitherforgetting nc,r learning, but to remembering with this subject.

69

78 \

CHAPTER V

RESULTS AND DISCUSSION'

Comparison of Subjects

Moto:? data. The subjects were ranked in the followingorder on the wallboard test: 4, 5, 3, 1, 6, and 2. It isinteresting to note that of the sx subjects who consideredthemselves better than average in gencrA_ motor ability, threescored below average (two way below average), two scored av-erage, and only one ,cored well above average. On the Hewittserve accuracy tests' the high scores ,ccurred on days 3-7 andthey centered around days 3 and 5. There we'e no pavticularlyIligh scoring days. On the Hewitt serve speea testa, 2 highscores appeared on days 3-7, centering around days 3 and 5.The high scores on the mean daily accuracy scores4 appeared ondays 1, 3, and 7; most centered around days 3 and 7. The meandaily speed high scores5 appeared on days 1, 3, 4, and 7; butthey centered around days 3 and 7. DI examining the range ofmotor scores, 6 low scores by most subjects took place on days1 and 2, although two subjects had 1j14 scores on day 5. Highscores were most frequent on day 4, but high scores oveurredon all days but the first. From these scores we see that, al-though some high scores occurred before day 4, the majorityappeared day 4 and thereafter. With the previous study it wasfound that the first signs of boredom appeared on day 4. Whatoccurred with that subject and is occurring with these sixsubjects is that by day 4 most of the variables have been readin and explored to some degree. Thereafter, mast of the timeis spent testing old variables, making new combinations ofthese variables and properties, aosigning equivalences, andother Iperations. Rather than exploring new variables andproperties, they are now spending their time applying oper-ations vithin their framework of properties, which might notbe as adventuresome a learning experience. However, due tothe experimental situation, these six subjects did not showsigns of boredom or lack of motivation as learners might dowithout the motivation of a television camera.

It can be noted that learning cannot be entirely mea-sured by motor performance scores at a particular time andplace, for in the learning situation the score is dependentupon the operations the subject is utilizing. In order to eli-minate undesirable.values end variables, combine variables and

1Ben Appendix LXXIA.

3See Appendix LXXXI.

5See Appendix LXXXIII.

2See Appendix LXXX.

4See Appendix LXXXII.

6See Appendix LXXXIV.

70

79,

assign values and equivalences, the subject must test thesevalues and operations. These tests result in low scores,high scores, and plateaus depending upon the goodness ofthe property applied and how the property fits into thetotal framework being developed by the subject. Thesescores are all parts of the total learning situation. Thestr'iggle to learn is marked by a slowly rising mean scorewitn many fluctuations as can be seen by most of the motorscore plots of most of the subjects.

comparing the performance scores of all the sub-ject. ' it can be seen that the initial wallboard test wasa good predictor of the final outcomes of the serve motortests. Only one subject was out of order.

Verbal data. In considering the number of properties2read in by these subjects, tLe vast majority of variableswere read in during days 1 and 2. By day 4 (except for Sub-ject Four) most of the variables were read in. Subject Four,who read in 10 variables on day 5, was the highest scoringsubject on the motor tests. Subjects Five and Six exper-ienced soreness, tiredness or nervousness on day 5 whichmight be one reason for the drop in the reading in of vari-ables, although the scores for Subjects One, Two, and Threedropped off sharply after day 4 also.

In examining the between-day increases and decreasesin motor performance scores of all the subjects,' there were12 increases (34.25 %),'21 decreases (60.00%), and two (5.71%)scores remaining the same between days. This indicates that34.28% of the scores could be attributed to reminiscence,50% could be attributed to forgetting, and 5.71% could beattributed to remembering. The GSPS.model must thereforetake into consideration the large forgetting which occurredbetween days and recognize that there was less possibilitythat reminiscence would occur or that the serve would beremembered as it was at the end of the previous day.

In examining the within-day increases and '. ecreases inmotor performance scores of all.subjects,4 there were 81increasos (42.63%), 71 decreases (37.36%), and 38 (20.00%)of the scores remained the same. This indicates that within-day increases should receive first priority, decreases second,and scores remaining the same a small priority in the model.

In examining the effects of rest upon these scores, 5

'See Appendices LXXXV, LXXXVI, and LXXXVII.

2See Appendix LXXXVIII. 3See Appendix LXXXIX.

4See Appendix X0. 5See Appendix X0I.

71

89

we see that 13 (6.84%) increases occurred with rest, 66 (34.73%)increases occurred without rest; 13 (6.84%) decreases occurredwith rest, 60 (31.57%) occurred without rest; 5 (2.63%) re-mained the same with rest, and 33 (17.36% remained the samewithout rest. This indicates that 6.84% of the increaseswithin days could be attributed to the dissipation of fatiguefactors', (although this does not rule out other reasons forthe increases). Reasons for the 34.73% increases which oc-curred without rest will be sought within the verbal-motordata later. It is possible that 6.84% decreases could be at-tributed to short term decay, but the large percentage of de-creases without rest must either be attributed to the accumu-lation of fatigue factors or other learning factors round inthe verbal-motor data. The very low percentage of scores thatremained the same within days following a short rest seems toindicate that nothing in particular occurred between theseproblems to influence these scores. The 17.36% of scoresthat remained the same without rest appear to be necessary tothe learning situation. Within-day increases without restwere 80% greater than those with rest, showing that reminis-cence or rest played a minor part in the total learning pic-ture of these subjects.

In examining the between-day increases and decreasesin accuracy and speed scores1 of all, the subjects, we findthe following taking place with the accuracy scores: therewere four (11.42%) increases, 10 (28.57%) decreases, 21(60.00%) remained the same. The small percentage of in-creases in accuracy scores could be attributed to reminis-cence, the 28.57% decrease to forgetting, and the fact that60% remained the same between days seems to be due to remem-bering. With the speed scores we see there were five (14.28%)increases, eight (22.85%) decreases, and 22 (62.85%) remainedthe same. The same explanations as under accuracy (above)could be given here also.

In looking at the within-day increases and decreasesin the accuracy.and speed scores of all subjects,' it can beseen that with the accuracy scores there were 61 (31.77%)increases, 36 (18.75%) decreases, and 95 (49.47) remainedthe same. With the speed scores there were 50 (26.04%) in-creases, 36 (18.75%) decreases, and 106 (55.20%) remained thesame. It is interesting to note that in spite of the largenumber of initial scores that remained the same, learning.took place. Two explanations are given for this: (1) thelarge number of scores remaining the same were indicative oftesting periods and necessary to the learning process and (2)significantly more learning took place within problems ratherthan between.

1See Appendix X0II. See Appencix

72

81

In examinipg the effects of rest upon the accuracyand speed scores, 1 we see the following: with the accuracyscores there were 11 (5.72%) increases in scores with rest,44 (22.91%) increases without rest; six (3.12%) decrealseswith rest, 31 (16.14%) decreases without rest; 21 (10.(:,3%)scores remaining the same with rest, and 79 (41.14%) remainingthe same without rest. There was much more probability thatincreases would occur without rest than with rest. Decreaseswithout rest also exceeded those with rest. Scores remainingthe same without rest exceeded both increases and decreases.

Only e very small percent of the scores (5.72%) couldpossibly be attributed to dissipation of fatigue factors; theincrease without rest (22.11%) must be attributed to otherfactors. Decreases with rest could be attributed to shortterm decay. In light of the fact that there was a'steadilyrioirg but largely fluctuating mean score increase, and inlight of the fact that so many initial slores remained thesame, learning must have taken place within the problemsrather thF.n between. Factors of reminiscence, dissipationof fatigiv factors, forgetting, and short term decay played avery small part in the programs of these subjects in the to-tal learning picture. In looking at the speed scores, therewere seven increases with rest (3.64%), 46 (23.95%) increaseswithout rest, six (3.23%) decreases with rest, 32 (16.66%)decreases without rest, 18 (9:37%) stayed the same with rest,83 (43.22%) stayed the same without rest. As with the ac-curacy scores only a small percentage of the increase inscores could be attributed to tha dissipation of fatigue fac-tors. Decreases with rest could be attributed to a shortdecay period. The reason for the large number of decreaseswithout rest were sought in the verbal data and appear later.There was a 26% probability that an initial motor score wouldresult in an increased score. This seems to indicate thatmost of the learning took place within the problems ratherthan between them.

In anaXyzing the highest motorrperformance scores ineach problem, we see the following general pattern for allthe subjects: they were investigating singlo variables, as-signing values to variables, testing values, combining valuesand variables, testing, combining into a larger number.ofvariables and properties, assigning equivalences, m,rrowirgdown values, variables and properties by eliminating thosewhich were unsuocessful, combining others into large. sub-goals or elements, testing remaining variables indA lually,assigning values, testing, reassigring equivalehc con-tinuing to narrow down by combining into elements, and .'bn-tinuing with this pattern to the end.

1See Appendix XCIV.

73

8"

e Appendix XCV.

In analyzing the highest accuracy and speed scores ineach problem we see the following similarities in goals andoperations used to accomplish the task of learning to serve:the subjects were working on the accuracy goal, calling andassigning values, using T, TC, CRT, TCR, or RCT to solve theproblem, were employing the reverse calling of variables andproperties predominantly, followed by the mixed pattern.

In comparing the lowest scores of each subject we seethe following similarities-between subjects: they wereworking on both accuracy and speed goals, dealing with com-plex elements, assigning equivalences, adding properties,testing two or more variables, calling and assigning values,using T, TR, CT, TO (never more than two of the three mainproperties) to solve the problem, and using the mixed patternto call the variables, although forward and reverse patternswere also present.

In oompaiing the plateaus between the subjects, we seethe following similarities: accuracy goals predominated,complex elements were involved, the subjects were testing,assigning equivalences, assigning vallies, adding variables,reading and calling properties using R, RC, T (usually onlyone or two of the main properties) to solve the problem, andusing the mixed pattern in calling the variables.

In examining 'All of these similarities, we see thatduring the plateaus and lowest scoring periods the subjectsdealt with more complex processes than during the highestscoring periods. These lowest scoring periods and plateausappeared to be necessary for obtaining the highest scoringperiods. Some of the highest scoring periods occurred duringtransition periods, indicating that a synthesis of informationmight take place during some transition periods. The subjectsmade more frequent use of the main properties CRT during thehighest scoring periods. During the lowest scoring periodsand plateaus, only one or two of these were used. The re-verse pattern predominated during highest scoring periods,mixed order prevailed during both lowest scoring and tran-sition periods. This indicates that when the subjects dealtwith iv)ro complex materials they jumped among accepted pro-pertieu to get the ones desired; during highest scoring epi-sodes, when the subjects were not involved in so many oper-ations, they were apt to all properties in a reverse order.There was no pattern of acceptable, rejected or tentativelyaccepted solutions to problems during either highest scoring,lowest scoring, or plateau periods when looking at only thehighest scores for ePch problem.

In examining the three plots of the raw scores of motorform performance, accuracy, and speed scores we see that 1.ighmotor performance scores did Lot accompany high accuraoy andspeed scores. By sight inspection one would not predict muchcorrelation between the two. Since speed was dependent upon

74

accuracy, high correlation would be expected between thecctwo.

Model chanus.1

The following changes were based onthe results of all six subjects. For the suggested order ofthe CRT variables a better order of readilig in these vari-ables wo..11d be TRC followed by TCR. Order of T would be:2, 3, 1; R: 5, 2, 1; and 0: 2, 4, 3, 5, 1. Removing Rfrom a prime position to a position equal with the other pro-perties and leaving 0 and T as the main properties was alsoconsidered in light of the results of this experiment. How-ever since only two subjects did not place R in a prime posi-tion, it was left there.

The most prevalent pattern in all types of solutionswas the reverse (67), followed by mixed (61), and forward (52).For the negative solutions, there were equal numbers of for-ward, reverse and mixed patterns. For the tentatively ac-cepted solutions, the mixed pattern predominated (16), fol-lowed by the reverse pattern (12), and forward pattern (9).For the positive solutions the reverse pattern predominated(30), followed by the mixed pattern (20), and forward pat-tern (18). Since the positive solutions were the most pro-minent, the reverse pattern will remain in the model in theposition of priority, followed by the mixed, and forward.

Lastly, the order of priority for all the propertiesacid elements except TRC were considered. Accuracy and speedwere the main goals read in in positions two and three. Theother elements and properties read in by at least three ofthe six subjects in the order of priority were: timing,contact on center of the racket, follow through, mind, grip(position of), reach, backswing, elbow position, arch, lean,hit--coming over the top of the ball, wrist (horizontal,vertical positions), hit down, step, foot fault, startingposition of t.le body, wrist (hyperextended, extended), wholebody, hit--bringing the racket up, contact, movement on thecourt, bent knees, form--feeling, thinking. There were 36other elements and properties besides these 28, which couldbe considered individual properties rather than group.

Ilamml1

1See Appendix XCVI.

75

84 *-

CHAPTER VI

. REVISED GSPS MODEL'

1. READ IN Accuracy, Speed: MAIN GOAL.2. READ IN Desired Serve (A).3. READ IN Present Serve (B).4. COMPARE (A) to (B). Does A = B? Yes. GO TO 13 below.

If there are differences that can be reduced, GO TO thelast step before branching here and advance 1 step. Ifthis is the first time at this stop and No, CONTINUE.

5. CALL SUBGOAL Ta. (17) to reduce differences. SELECTnext value. CALL SUBGOAL 16 TEST VALUE. If value isrejected, SELECT next value. If values are exhausted,GO TO 4. If value is accepted or tentatively acceptedbut differencep still exist, CONTINUE.

6. CALL SUBGOAL Ru (18) to reduce differences. SELECT nextvalue. Call SUBGOAL 16: TEST value. If value is re-jected, SELECT next value. CAUL subgoal 16. If valuesare exhausted and serve is rejected, GO TO 5. If valueis accepted, CONTINUE.

7. APPLY R to T. If uncertain, RESET. If ao improvementor negative results, GO TO 6. If improvement, CONTINUE.

8. CALL SUBGOAL Cc (19) to reduce differences. SELECTvalue. CALL SUBGOAL 16, If values are exhausted andall values are rejected, GO TO 6. If value is acceptedbut-differencas still exist, CONTINUE.

9. APPLY C to R. If uncertain, RETEST; if no improvementor negative results, GO TO 8. If accepted or tentativelyaccepted but differences still exist; CONTINUE.

10. READ IN NEW PROPERTIES AND ELEMENTS.11. GO TO SUBGOAL 20. CALL accepted properties and elements

as needed to TEST new property or element. If acceptable,STORE new property or element in ACCEPTED PROPERTY AliDELEMENT AREA, and CONTINUE. If not, GO TO 8..

12. APPLY property to C. If uncertain, RETEST. GO TO 11,CALL SUBGOAL 20. If negative results or no improvement,GO TO 8. If Yes, GO TO 4.

13. WRITE: NEW SERVE ACCEPTED and EXIT.14. PLACE: New Serve Description in Present Serve (A).

GO TO 4.

STOP

16. Subgoal TEST VALUE. MATCH present value to past value.If present value is greater than or equal to past value

'See Appendix XOVIV for the diagraumed model.

E

11

I

wros"....erArrst.'smarrr,K., ist!

RETURN to main program and CONTINUE. If less, REJECTValue and CALL next value that is higher. If noneexist, RETURN this information to the main routine.

17. Subgoal T.a Order of Call: T2, T3, T1.

18. Subgoal R.b Order of Call: R3 ,

R2

, R1 .

19. Subgoal C.c Order of Call: C2, C4, C3, G5, Cl.

20. Subgoal 20. READ IN NEW PROPERTY CALL OLD PROPERTIES.Order of

.

Call: Reverse, Mixed, Forward. Order of prior-ity for group properties and elements: TIM, GC, F, E,RCH, G, W, B, ARCH, LEAN, TOP, W

hor'FEELS, HD, W, TK,

WB, BNG UP, CON, MOC, S14, H, P, S13. Individual pro-

perties: unique to each subject. TEST new property.If acceptable, STORE in ACCEPTABLE SERVE PROPERTIES ANDELEMENTS and kETURN TO the main routine 4. If tenta-tively acceptable, RETEST. If unacceptable, GO TO 8 inthe main routine.

, aC1

in front of front foot, C2= back over head,

C3

out to the side, C4= too far in front, 0

5= right over-

head; R1 = flat, R2 = open, R3 = closed face of the racket;

T1 = correct height above racket, T2 = too low, T3 = too high.

77

86'

CHAPTER VII

CONCLUSIONS

The GSPS model was revised based on the following in-formation obtained from this study:

(1) There were some consistent patterns between sub-jecte that could be used to model a general plan ofattack. There were also a number of individualdifferences for which a complete learning modelmust account.

(2) The model was changed in the following ways: theorder of reading in the main properties, CRT, waschanged to TRC; the most prevalent pattern of callof properties remained the reverse pattern; how-ever forward and mixed patterns were also used andmust be included in the model. The general pro-perties included by at least three of the six sub-jects ti. ere included in the model; other propertieswere considered individual differences.

(3) Data on speeded accuracy scores on each serveprovided additional information as to the goalsought in each proUem.

(4) The Verbal-Motor Behavior Graph proved to be a verygood tool for analyzing verbal data, although itsuse was time consuming.

it

(5) Computer plots of motor performance, accuracy andspeed scores proved to be valuable tools in com-paring verbal and motor data for each subject.

(6) Most of the learning appeared to take place duringthe problems rather than between problems, whichdoes not bear out the conclusion made in the firststudy.

(7) Learning appeared to take place as evidenced in theslow fluctuating rise of mean motor performancescores, and these rises were marked by fluctuationsbetween high and low scores and sometimes plateaus.All these appeared to be necessary functions in thelearning process. At the low scorns and plateaus,the subjects were involved in complex operations.At high scores they attacked one goal or one pro-perty with a positiv'e goal. Rises occurred afterlengthy testing periods marked by transition periodsand/or plateaus.

(8) Reminiscence and fatigue factors Cissipation or

78

87

. TrArMImmume4rosimps70c.mn,.:

(9)

riwraiawrm..,WWMPI.VITIM,"

cumulation) appeared to play very minor roles inthe total learning picture of these six subjects.

The equipment used was superjer to the GeneralElectric Tri-Pack used in the initial investigationdue to its ability to still-frame. It had severaldrawbacks: it was heavier; the film was larger,more costly, and took morn ,:torage space; and moretechnical help was needed to gather and analyzethe data.

79

CHAPTER VIII

RECOMMENDATIONS

Due to the large amount of data collected in this study,it was necessary to limit the investigation to certain vari-ables, particularly those bearing on the development of theGSPS model. Some suggestiono for study on the same data are:study of the effects of testing upon the total learning situ-ation; an investigation of what occurs during periods of ex-treme anxiety or disgust as evidenced in the varbal-motbr data;a study of body language in the learning situation; an analysisof what occurs in the learning pattern after one observes one-self on the television monitor; the effects of changes ofweather on the learning situation.

The same type of study using the same skill could bedone on similar subjects for replication purposes: on poormotor learners or ambidexterous subjects learning to performthe skill on the non-preferred side to see if differencesexist between these subjects and where the differences mightlie. There seems to be a large number of experiments thatcould be performed using this type of research design andanalysis that would aid the teacher in trying to understandthe learning process.

It might be possible to program the verbal data for com-puter analysis in order to shorten the amount of time necessaryfor this stage of the analysis. Some programs already existthat replicate man's solving of other types of problems.

80

89

Lf

REFERENCES

Athletic Institute. Tennis serve. 8 mm "Skill Builder"loop film. The Institute, 805 Merchandise Mart, Chicago.

Driver, H. I. 1964. Tennis for teachers. P. 97. Wiscon-sin: Monona-Driver Book Co.

Gould, D. 1964. Tennis, anyone? Pp. 54-55. Palo Alto,Calif.: National Press.

Hewitt, J. E. 1966. Hewitt's tennis achievement test.Research Quarterly. 37:234-40.

Kaufmann, Harry. 1968. Introduction to the study of humanbehavior. Philadelphia: W. B. gaunders Co.

Lindquist, E. L. 1968. An information processing approachto the study of a complex motor skill. UnpublishedDoctoral Dissertation. University of Michigan.

1970. An information processing approach to thestudy of a complex motor skill. Research Quarterly.41:396-401.

Newell, A. and Simon, H. A. 1963. G.P.S., a program thatsimulates human thought. In E. A. Feigenbaum and J.Feldman (Bdss), Computers and thought. Pp. 279-295.New York: McGraw-Hill Book Co.

Scott, M. G. and French, E. 1959. Measurement.and eval-uation in physical education. Dubuque, /owa: Wm. C.Brown Co.

81

90

-0'nfleVer,1","a" ,7,1.2/s.M.r."Irramona,ormr1,...... erwlsomar.,nawn,airrs.,...,,,,,art,eMrtIESIF-4-

BIBLIOGRAPHY

BOOKS

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Anderson, R. C. and D. F. Ausrbel. Readings in the psy-chology of cognition. New York: Holt, Rinehart &Winston, Inc.. 1966,7

Bit Beau, E. A. (Ed.). Actdqzi. tion of skill, New York:Aoademic Press, 1966.

Bartlett, Sir Frederick C. Remembering. A study in experi-mental and social psychology. Carat ridge: The Univer-sity Press, 1950.

Berelsen, B. and G. A. Steiner. Human behavior. New York:Harcourt and lard, Inc., 1964.

Berlyne, D. E... Structure and direction in thinking. NewYork: Wiley and Sons, 1965.

Blum, G. S. A model of the mind. New York: John Wiley &Sons, Inc., 19611.

Book, W. F. . Tne psychology of skill. Missoula: The Uni-. 'versity of Montana, 1908.

Borko, H. Computer applications in the behavioral sciences.New Jersey: Prentice-Hall, 172.

Broadbent, D. E, Perception and communication. New York..Pergamon, 1958.

Broer, M. R. Efficiency of human movement. Philadelphia:Saunders, 1966.

Bruner, J. S., J. J. Goodnow, and G. A. Austin. A study ofthinking. New York: John Wiley & Sons, 19567

Carroll,' John B. Language and thought. Foundations ofModern Psychology Series. New Jersey: Englewood Cliffs:Prentice-Hall, Inc., 1964.

Cratty, B. J. Movement and motor learning. Philadelphia:Lea & Febiger, 1967.

De Groot, A. D. Thought and choice in chess. The Hague:Mouton, 1965.

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91

Fitts, P. M. Engineering psychology and equipment design.In S. S. Stevens (Ed.), Handbook of experimental psy-chology. New York: Wiley, 1951.

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Flavell, J. A. The develumental psychology of Jean Piaget.Princeton: Van Nostrand7773.

Gagne, R. M. (Ed.). psychological principles in systemdevelopment. New York: Holt, Rinehart and Winston,1962.

Gagne, R. M. The conditions of learning. New York: 'Holt,Rinehart & Winston, Inc., 1965.

Gagne, R. M. and E. Fleishman. Psychology and human per-formance. New York: Henry Holt Co., 1959.

Green, B. F., Jr. Di ital computers in research. New York:McGraw-Hill, 1963.

Hall, J. R. The psychology of learning. Philadelphia:Lippincott, 1966.

Harper, R. C. and others. (Eds.). The cognitive urocesies:resdings. Englewood Cliffs, New Jersey: Prenticc.ffall,174.

Hebb, D. 0. The organization of behavior. New York: JohnWiley & Sons, 1949.

Hilgard, E. R. and G. H. Bower. Theories of learning. 3rded. New York: Appleton-Century-Crofts, 1966.

Hill, W. F. Learning. San Francisco: Chandler PublishingCo., 1963.

Hunt, E. B. Concept learning. An information processingrolp21an. New York: John Wiley & Sons, 1962.

Hunt, J. McV. Intelligence and experience. New York:Ronald Press, 1961.

Johnson, D. M. The psychology of thought and judgment. NewYork: Harper & Row, 1955.

Kaplan, A. The conduct of inquiry. San Francisco: ChandlerPublishing Co.,-17-64.

Kleinmuntz, B. (Ed.). Problem solving: research methodand theory. New York: John Wiley & Sons, 1966.

8492

McGeogh, J. A. and A. L. Irion. The psychology of humanlearning. 2nd ed. New fork: Longmans, 1952.

Manis, M. Cognitive processes. Belmont, Calif.: WadsworthPub. Co., 1966.

Mednick, S. A. Learning. New Jersey: Prentice-Hall, Inc.,1964.'

Melton, A. W. (Ed.). Categories or human learning. NewYork: Academic Press, 1964.

Miller, G. A., E. Galanter, and K. H. Pr4bram. Plans and thestructure of behavior. New York: Holt, 1960.

Polya, G. How to solve it. Garden City, New York: Double-day Anchor, 1957.

Newell, A. A gpide to the general problem-solver pInglamGPS-2-2. Santa Monica: Rand Corporation, 1963.

Newell, A., J. C. Shaw, and H. A. Simon. A 172/121y of in-telligent learning in a general problem solver. SantaMonica, Calif.: The Rand Corp., 1959.

Reitman, W. R. Cognition and thought. New York: Wiley,1965.

Singer, R. N. Motor learning and human performance. NewYork: Macmillan, 1968.

Smith, K. and M. Smith. Cybernetic principles of learningand educational desi . New York: Holt, Rinehirt andWinston, Inc., 1966.

Smith, Karl U. and W. h. Smith. Perception and motion.Philadelphia: W. B. Saunders Co., 1962.

Staats, A. W.New York:

Vernon, M. D.Baltimore,

and C. K. Staats. Complex human behavior.Holt, Rinehart and Winston, 1963.

(Ed.), Experiments in visual perception.Md,: Penguin Books Inc., 19b6.

Wertheimer, M. Productive thinking. New York: Harper &Row, 1945.

ARTICLES

Anderson, B. and W. Johnson. Two methods of presenting in-formation and their effect on problem-solving. Per-ceptual & Motor Skills. 23: 851-856, 1966.

Atkinson, R. C. and R. M. Shiffrin. The information avail-able in brief visual presentations. Psychological Moilo-graphs. 74: 'Whole No. 428, 110, 1960.

Brown, R. W. and E. H. Lenneberg. A study in language andcognition. Journal of Abnormal Social Psychology. 49:454-462, 1954.

Bruner, J. S. The act of discovery. Harvard EducationalReview. 31: 21-22, 1961.

Buegel, H. T. The effect of introlucing ideational elementsinto perceptual-motor learning. Journal of F-:perimentalPsycholgay. 27: 111-124, 1940.

Bryan, W. L. and N. Harter. Studies on the telegraphiclanguage. The acquisitior of a hierarchy of habits.Psychological Review. 6: 745-375, 1899.

Chomsky, N. Review of Skinner's verbal behavior. In Bobbs-Merrill Reprint Series. Also in Language. 35: 26-58,January-March, 1959.

Cofer, C. N. Reasoning as an associative process:III. Therole of verbal responses in problem solving. Journal ofGeneral Psychology. 575-568, 1957.

DeLong, A. Learning. Review of Educational kcesearch. 25:438, December, 195

Duncan, C. P. Recent research on human problem solving.Psychological Bulletin. 56: 397-429, 1959.

Duncker, K. On problem solving. Psychological Monograph.58, Whole No. 270, 1945.

Egawa, K. and J. Haga. An inquiry into the process of humanproblem.solving by means of an information- processingmodel. a anese Journal of Educational Psychology. 14:71-78,A. bb. "Als717nychological Abstracts. 40:11,November, 1966. Ab. 11872.

Epstein, W. Some conditions of the influence of syntacticalstructure of learning: grammatical transformation,learning instructions, and "chunking." Journal of VerbalLearning and Verbal Behavior. 6: 303-311; 415-419,7777

Fitts, P. M. and Switzer. Cognitive aspects of informationprocessing: I. The familiarity of S-R sets and subsets.Journal of Experimental Psychology. 63: 321-329, 1962.

Fleishman, E. A. and W. E. Hempel, Jr. The relationshipbetween a'?ilities and improvement with practice in a

86

IT.rhflgir .171PIMPIIVM

visual discrimination reaction task. Journal of Experi-mental Psychology. 49: 301-312, 1955.

Fleishman, E. A. and S. Rich. Role of kinesthetic andspatial-visual abilities in perceptual motor learning.Journal of Experimental Psychology. 66: 6-11, 1963.

Gagne, R. M. Problem solving and thinking. Annual Reviewof Psychology. 10: 147-172, 1959.

Gagne, R. M. and L. T. Brown. Some factors in the program-ming of conceptual learning. Journal of ExperimentalPsychology. 62: 313-321, 1961.

Gagne, R. M. and E. Smith. A study of the effects of ver-balization on problem solving. Journal of Experimental-Psychology. 63: 12-18, 1962.

Gallahue, D. L. The relationship between perceptual andmotor abilities. Research Quarterly. 39: 948, Dec-ember, 1968.

Goodnow, J. J. and Postman, L. Probability learning in aproblem-solving situation. Journal of Experimental psy-chology. 49: 16-22, 1955.

Green, E. J. Concept formation: A problem in human operantconditioning. Journal of Experimental Psychology. 49:175-180, 1955.

Greene, P. H. Problem-solving and learning machines. Be-havioral Science. 4: 249-250, 1959.

Gregg, L. W. and H. A. Simon. An information-processing ex-planation of one-trial and incremental learning. Jour-nal of Verbal Learning and Verbal Behavior. 6: 780-787,1_77.

Guilford, J. P. Basic conceptual problems in the psychologyof thinking. In E. Harms (Ed.). Fundamentals of psy-.chologx: the psychology of thinking. Annals of theNew York Academy of Science. 91, Art. 1, pp. 6-21, 1960.

Guilford, J. P. Three faces of intellect. American Psycho-logist. 14: 469-q79, 1959.

Henry, F. M. Increasf:d response latency for coreplicatedmovements and a 'memory drum" theory of neuromotor re-action. Research Quarterly. 31: 448-458, October, 1960.

Hunt, E. Computer simulation: artificial intelligence stu-dies and their relevance to psychology. In P. R.Farnsworth, M. R. Rosenzweig, and J. T. Polefka (Eds.)Annual Reviey of I3ychology. Vol. 19. Pp. 135-168, no8.

87

95.:--

1

Johnson, J. Tennis serves of advanced women players. Re-search Quarterly. 28: 123-131, May, 1957.

Karlins, M. and H. Lamm. Information search as a function ofconceptual structure in a complex problem-solving task.Journal of Personal and Social Psychology. 5(4), 456-459. 197.

Kawsan, J S. Haralson, and R. Cline. Variables in percep-tual and cognitive organization and differentiation.Journal of Personality. 33: 164-77, June, 1965.

Kendler, H. H. and T. S. Kendler. Vertical and horizontalprocesses in problem solving. Psychological Review. 69:1-16, 1962.

Kendler, H. H. and R. Vineberg. The acquisition of compoundconcepts as a function of previous training. Journal ofExperimental Psychology. 48: 252, 1954.

Lashley, K. S. The problem of serial order in behavior. InJeffross, _L. A. (Ed.). Cerebral Mechanism in Behavior:The Hixon Symposium. New York: John Wiley & Sons, 1951.

Mayzner, M. S. anu M. E. Tresselt. Studies in sequentialperception: looking at one thing but finding an,:ther.Perceptual and Motor Skills. 23: 257-258, 1966.

Melton, A. W. Implications of short-term memory for a gen-eral theory of memory. Journal el Verbal Learning andVerbal Behavior. 2: 1-27175.

Miller, G. A. The magical number seven, plus or minus two.Psychological Review. 63: 81-97, 1956.

Mowrer, 0. H. The psychologist looks at language. AmericanPsychologist. 9: .S60-694, 1964.

Nevell, A., J. C. Shaw, and H. A. Simon. Elements of a theoryof human problem solving. Psychological Review. 65: 151-166, 1958.

Oldfield, R. C. Memory mechanicms and the theory of schemata.British Journal of Peycholosz. 45: 14-23, 1954.

Ono, Shigeru. A mathematical analysis of motor learning: Acontrol system model. Javanese Psychological Research.8: 72-89, 1966.

Parker, J. F. Jr. and E. A. Fleishman. Use of analytical in-formation concc.rning task requirements to increase theeffectiveness of skill training. Journal of Applied Psy-chology. 45: 296-302, 1961.

88

96

w.mmawminee, .m......frvirsowerocm,A9,4stwrrWre.'1 MeRF".!'" -WV^

Polanyi, M. Problem solving. British Journal of Philosophyof Science. 8:89. 1957. (Reproduced in Polanyi, M.Personal Knowledge, London, 1958, pp. 120-135).

Polanyi, M. Experience and the perception of pattern. InX. M. Sayre and F. J. Crosson (Eds.). The Modeling ofMind. Notre Dame: University of Notre Dame Press, pp.207-222, 1963.

Rosenblatt, F. The perceptron: a probabilistic model forinformation storage and organization in the brain. Psy-chological Review. 65: 386-407, November, 1958.

Solley, W. The effect of verbal instruction of speed andaccuracy upon the learning of a motor skill. ResearchQuarterly. 23: 231-240, 1952.

Teft, L. and others. Relation be6ween perceptual and ccn-ceptual operations. British Journal of Psychology. 55:421-428, November, 1977-

Wallach, H. Some considerations concerning the relation be-tween'perception and cognition. Journal of PersonaMy.18: 6-12, 1949.

Welford, A. T. The measurement of sensory motor perfo,:mar.ee:survey and reappraisal of 12 ;,rears progress. Ergonomf.cs.3: 189-230, 1960.

TECHNICAL REPORTS

Atkinson, R. C. and R. M. Shiffrin. Mathematical models f.rmemory and learning. Technical Report 79, Institute forMathematical Studies in the Social Sciences, StanfordUniversity, 1965.

Cotterman, T. R. Task classification: an approach to par-tially ordering information on human learning. WAD°Technical Note 58-374. ASTIA document No. AD 210716.',,right Air Development Center. Wright-Paterson Air ForceBase, Ohio. January, 1959.

PROCEEDINGS AND WORKSHOP REPORTS

Feigenbaum, E. A. The simulation of verbal learning behavior.Proceedings of the Western Joint Computer Conference. 17:121-132, 1961.

Hubbard, A. W. Psychological aspects of human movement andperception. Proceedings, College P. E. Association,pp. 58-67, 1956.

Hunt, E. B. and C. I. Hovland. Programming a model of human

89

concept formation. Proceedings of the Western Joint Com-puter Conference. :19: 145-155, 1961.

Walters, C. E. Scientific foundations of motor learning.NAPECW Workshop Report. Purposeful action, p. 21, 1956.

DISSERTATIONS

Cummiskey, J. E.. The effects of motivation and verbal rein-forcement upon Performance of complex perceptual-motortasks. Unpublished doctoral dissertation, Stanford Uni-versity, 1962.

Egstrom, G. H. The effects of an emphasis on conceptualizingtechniques during the early learning of a gross motorskill. Unpublished doctoral dissertation, UrIversity ofSouthern California, 1961.

Evans, S. H., Jr. A model for perceptual category formation.Unpublished doctoral dissertation, Texas Christian Uni-versity, 1964.

Laughe7.v, K. R. An information-processing analysis ofproblem-solving behavior. Unpublished doctoral disser-tation, Carnegie Institute of Technology, 1961.

90

98

teirgW49M4112,te ......**Ma*mer.a.

APPENDIX I

THE FIRST GSPS MOTT,

1. READ IN Present Serve.2. READ IN New Serve Goal.3. COMPARE Present Serve to New Serve. Does Present Serve

equal the desired improvement in the New Serve? YES.GO to 13 below. If there are differences that cal bereduced, GO TO the last step executed before branchinghere and advance one step. If this is the first timeat this step and NO, CONTINUE.

4. CALL Subgoal C (17) to reduce differences. GET nextvalue.' If values are exhausted, GO TO 15. CALL Sub-goal 16.

5. APPLY property selected from C to Present Serve and seeif differences are noted. If uncertain, RETEST; if noimprovement or negative results GO TO 4. If improvement,GO TO 3.

6. CALL Subgoal R (18). GET next value in R. If presentvalues of R are exhausted, GO TO 4. CALL Subgoal 16.

7. APPLY R to C. If uncertain, RETEST; if no improvementor negative results, GO TO 4. If improvement, GO TO 3.

8. CALL Subgoal T (19). GET next value in T. If valuesare exhausted, GO TO 6. CALL Subgoal 16.

9. APPLY T to R and note differences. If uncertain, RETEST;if no improvement, or negative results, GO TO 6. Ifimprovement but differences still exist, GO TO 3.

10. Are there any new properties that might work? If YES,GO TO 11. If NO, are there any properties in the areacalled Accepted Serve Properties? If YES, GO TO Ac-cepted Serve Properties and flET last feasible property.If NO, GO TO 8.

11. Apply property to T. Is there any improvement? If un-certain, RETEST; if negative results or no improvement,GO TO 8 and GET next property. If YES, GO TO 3. Ifdifferences still exist, GO TO 10.

12. Does acceptance of present serve indicate acceptance of anew serve property outside of C, R, and T? If YES, PUTobject. in storage area called Accepted Serve Properties.

13. WRITE: NEW SERVE ACCEPTED.14. PLACE New Serve Description into Present Serve. GO T(.. 2.15. WRITE: NEW SERVE REJECTED.

STOP

16. Subgoal TEST VALUE. MATCH present value to past value.If present value is greater than or equal to past valueRETURN to main program and CONTINUE. If less, REJECTvalue and TAKE next value that is higher. if none exist,RETURN this information to the main routine.

17. Subgoal C.a Order of Call: C2, C4, C5, C3, Cl.18. Subgoal R.a Order of Call: R3 or R2, Rl.

91

19. Subgoal T. a Order of Call: T2, T3, Tl.

aCl = in front of the front foot, C2 = back over the head, C3

out to the side, C4 = too far in front, C5 = right over the head;R1 = racket face flat, R2 = racket face open, R3 = racket faceclosed; Tl = 1-3' above the height of racket, T2 = too low, T3too hi7;11.

92

100

1

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r-safeaft.moor...-..e.aa von

APPENDIX II

SUBJECTDATETIMEPAGE

7,1W7rOrrrrirMk7,,rtf,'

SPEED-ACCURACY SCORE SHEETS

Points:5, 6.the roperecord

1, 2, 3, 4,Indicate over

as "0" andthe score

Zone 1, 2, 3, 4.indicate over the rope as"0" and record the score.Record scores only if theserve went into the ser-vice court.

ACCURACY SPEED

Serve # Score Score

.

93

101

APPENDIX III

INSTRUCTIONS TO THE SUBJECT (TAPED)

YOU have been selected as a subject for a study on thelearning process involved in learning a tennis serve. Youare working under a grant from the Department of Health, Edu-cation, and Welfare. It is very important that you follow in-structions carefully and ask questions when you are not sure.The purpose of this study is for you to learn to serve as wellas you can by observing a loop film (point out), looking atpictures (point out), and asking me questions. As you at-tempt to learn how to serve, ask yourself what you are tryingto do and evaluate your results. Let one give you an example.Here is a picture of an old skill--vaulting over the hornsof a bull. (Pause, show picture). How would you go aboutlearning to do this? (STOP TAPE).

As you learn to serve, say aloud what you are trying todo, perform the serve, and evaluate the results in terms ofhow the servo turned out, what was wrong with it, right withit, what you are going to change, what you are going to keep,how you feel about it, things like this. You will continuethis process for 7 days. The following is very important:do not discuss the serve, perform the serve, or even thinkabout serving outside of these practice sessions. Everythingyou do in connection with the serve in the next seven daysmust be on tape! This is very important. Before you start,you will need to know a few rules concerning the serve. Youmust stand behind the base line between the singles sidelineand the center mark (pause, demonstrate). An "X" is markedto show you an acceptable position. The serve must go dia-gonally to the right service court on the other side of thenet. (2ause and point out). We also serve from the leftside of the court into the left service court. You will notdo th&e.

Both accuracy and speed are important. The service courtis marked off into scoring areas and the highest scoringareas are in the left corner. This is where your opponenthas the most difficulty in returning the serve. Also, howhard you hit the pall is important. The court is marked offinto zones to show you how hard you have hit the ball by howdeep the ball bounces on its second bounce, providing theserve lands in the service court. A rope is placed 4 feetover the net so that we can gather data on the results ofyour serves. You don't need to concern yourself unneces-sarily with the rope. A good serve will go over the net;probably, but not necessarily, Under the rope and into theproper service court. An assistant is recording those speedand accuracy scores on your serves but she is not observingyour progress on learning the serve. The television crewwill be filming everything you do and recording all that you

94

102

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say; however, they will not be interested in your progresson the serve either. The assistants will help you gatherballs. I will answer any questions you may have and willhelp you run the loop film if you have any problems. How-ever, I will not volunteer any information unless you ask forit. Feel free to look at the pictures in the books, loopfilm, ask questions, or to rest if you are tired. Remember,you are trying to LEARN TO SERVE and telling us about it atthe same time. You will proceed at your own pace for 30minutes. The last 10 serves each session will be test serves.We will tell you when you have 5 minutes remaining and whenwe will be recording test scores. We will use these in deter-mining your personal progress from day to day. You will beleft alone unless you ask for help. Do not forget to talkabout wIlat you are doing and thinking. This is important- -don't be afraid to repeat the same thing over and over ifthat is what you are doing and thinking.

REMEMBER! Do not discuss the serve, perform the serve,or even think about serving outside these practice sessions.

Do you have any questions?

Let me demonstrate how the loop projector works.

Go right ahead then and commence to learn to serve.

95

1.03

*Acceptable Behavior

APPENDIX IV

MOTOR BEHAVIOR ANALYSIS

Subject

Date

Time &

Weather

Page

GRIP

STANCE

BACKSWING

CONTACT

FOLLOW

THROUGH

*Eastern F.

= G1

*Eastern B.

= G2

Western

= G3

*Continental = G4

Other

= G5

Racket pointing

in what direction

in waiting posi-

tion?

*Toward net

= El

Out at side

of body

= H2

Down toward

ground

.= H3

Racket held

where?

*At en'

FEET together=S1

1' apart=S2

*2' apart=S3

3' apart=S4

SHIFT OF WEIGHT

*Rock F-B-F =S5

Rock B-F

=S6

No Rock B

=S7

No Rock F

=S8

Walks

=S9

On tops

=S10

Jumps

=Sll

Back Foot

Of

=S12

Foot Fault =513

Lent Knees -.514

POSITION TO NET

*Side to net=P1

"Retwe,7,.n 71

*Straight back

as far as p. =B1

Straight back

bet. Bl&B3

=B2

Straight back

to vertical

position

=B3

Back to shoulder

position in for-

ward direction =B4

-Thy -DSITION ON

WING

sack

=B5

impula

=B6

Sioulder

position

=B7

*3-6" in front

of front

.

foot

=C1

Back over

head

=C2

Out to side =C3

Too far in

front

=C4

Right

overhead

=C5

RACKET FACE

*Flat

=R1

Open

=R2

Closed

=R3

BALL TOSS

*2-31 above

height of

racket

=Tl

Too low

(elbow bent)=T2

*On L. side

of body by

L.foot

In front

of L.

foot

=F2

At 45°

angle to

ground =F3

Horizontal

to ground =F4

Level with

shoulder =F5

At 45°

angle to

vertical =F6

APPENDIX IV (continued)

GRIP

STANCE

FACE:SWING

CONTACT

FOLLOW

THROUGH

Head, Ear

-

Too high

=T3

position

=B8

ELBOW POSITION

WRIST

*Up by ear

*Hyperextended

or higher

=El

to whip

=W1

Horizontal

Neither

side (side

hyper. nor

arm)

=E2

whipped

=W2

Lower than

Hyper. not

horizontal

=E3

whipped

=W3

Parpendi-

cular to

Whipped,

not hyper.

=W4

body in Ft.

=E4

APPENDIX V

VERBAL BEHAVIOR ANALYSIS (FORM)

PROBLEM

SUBJECT

DATE

TIME

WEATHER

PAGE

SERVE STATE-

MENT NUMBER

VERBAL PROTOCOL

CODE RULES

EMPLOYED

FUNCTION

RESULT

MOVEMENT

APPENDIX VI

fiTBREVIATIONS AND SYMBOLS USED INTHE FOLLOWING APPENDICES

Miscellaneous Labels

CRT The main properties of the program. C = horizontalposition of the ball toss, R = position of the racketface, and T = vertical position of the ball toss.

ELEM ElementEXP Exploratory phaseFOR Forward calling of variables, properties and elements

starting with the primary ones acceptedMIX Mixed order of calling variablesNC No verbal dataNEG Negative goal or negative solution to the problemPOS PositivePROP PropertyREV Reverse order of calling variables, properties and.

elements; starting with the most recent ones acceptedSTR Straight

ValueVAR Variable

Properties an0 Eiements ReadIn a The Subjects

ACC AccuracyAGGR AggressiveANG AngleARM Moving arm across bodyB BackswingBAL AalanceBMG Bring DownDOWN

BNG Bring upUP

C Horizontal position of the ball tossCOMF ComfortableCON ControlCONT ContactCOOR CoordinationDOA Down off armDR Drop racket

Elbow position, arm position (curved or straight)EYES Eyes on the ballF Follow throughFB 7ollow ball in the AirFOB Finger on the back of the racketFS Forward swing

Type of gripat Grip tighterH Starting position

99

APPENDIX VI (continued)

HD Hit downHdi Hit diagonally

HU Hit upHS Higher swingI Choke racketLEV Lever -- shorter, longer forearmMB Move bodyMF Move fasterML Move lessMOC Move on the courtMOM MomentumNER Nervous, relaxOC Off center or on center of the racketOT On toesP Starting position, body positionPEN Pendular motionPPIdea Ping-pong concept

PR PracticeR Position of the racket face, racket headRCH ReachRCM Co.tinuous motion, roundnessREY RhythmRS Swinging racketRW Racket weight, change rackets

S1 Foot position, stance

S9

Walks, feet still, foot action

S13

Foot fault

S14Bent knees

S15

Step back

SIM Simultaneously toss and swingSLB Swing like a baseballSM SmashSPD SpeedT Vertical position of rE.cket face (toss higher, lower,

etc.)T. Thumb in

TIM TimingTK Think, concentrateTOP Hit on the top of the ball, come over the top of the

ballW Wrist flexed, hyperextended positionsWh

Wrist abducted, adducted positions

WA Whole arcsWB Whole bodyWS Whole strokeWU Warmup

100

111

W.reT,CSNI711,a,M,011e 40.3 *,

APPENDIX VI (continued)

79,M171-0,

Operations Performed hy SubjectsIn Solving the Problem

Add variableS, properties or accept solutionA ApplyA/E Assign equivalencyA/V Assign valueC Call00 Compare

DecreaseEVAL EvaluateF FindT IncreaseND Narrow down searchR Read in

Remain the same itgoRET Return

SelectSubtract variables or properties, or negative solutionto the problem, reject the serve

ST StoreTentative accept the solution or serve

W Write

Ku Co Solution Codes for Problems

1. ? Tentatively accept2. - Reject serve and solution3. + Accept serve and solution4. -+ Reject serve, accept solution5. +- Accept serve, reject soluti 1

6. TR Transition period (more than 3 serves at the beginningor end of a problem without verbal comment)

7. TEST Testing (Hewitt serve tests).

APPENDIX VII

Subject 1: HEWITT SERVE TEST SCORE ANALYSIS

Day Raw Accuracy;core

Raw SpeedScore

T-ScoreAccurac

T-ScoreSeed

12

4

56

7

7098

42

12

409

123

311

60356463534869

53386875515170

APPENDIX VIII

Subject 1: ACCURAtff-SPEED MEAN DAILY SCORES

Day' #of Serves Raw AccuracyScore

Raw SpeedScore

MeanAccuracy

MeanSpeed

1

2

3456

7

5190

117111889442

30346172377537

34266579397437

.59

.38

.52

.65

.42

.82

.88

.67

.29

.56

.71

.44

.80

.88

Tota1s 59.1 346 354 4.26 4.35

Average mean accuracy = .61Average mean speed = .62

*2 scores missing; 10 numbered incorrectly -- 605 serves(actually 593 with accuracy and speed scores.)

102

APPENDIX IX

ORDER SUBJECT 1 READ IN VARIABLES,VALUES, PROPERTIES AND ELEMENTS

1. RHY = rhythm2. B = armswing back3. T = toss4. C = hit ball5. HOC = move on court6. ACC = accuracy

(T = highest point "peak", A/V)7. W slam aown, snap wrist8. OC = off center, -

(on center, A/V,+)9. HD = hit down

(W4

wrist straight, A/V)

10. SPD = sp ,c1, force(T2 = toss too low; A/V,-)

(T3= toss too high; A/V,-)

11. H. DIAG. = Hit diagonally; +,-(W2 = accepts wrist snap; -; see 7, 12)

(C3

A/v;+)

(WH = 4-As,Jd rizontally, A/V,-)

(Cl = toss ou, in front, A/V,+)

12. SIM = simultaneously toss and swing(B = rounded circle behind, A/V,+)(T = T

1or T

3toss higher, A/V,+)

13. TIMING = too late, A/V,+)14. R = hit up, A/V,+15. I

2choke racket, A/V,+

16. E = racket head lower(T2 = toss lower, A/V,+)

(T2 = -)

17. THINK18. RCH = reach, +19. WB = whole body, +20. S stepping

(HD = hit down, -, accepted in 11)(C

4too far in front, -)

21. F = full swing down, +(R1 = straight hit', A/V,+)

(C3 out to the side, A/V,-)

22. "Ping Pong" concept, -(BA = bring racket back to shoulder in forward pc,sition,

A/V,-)

103

APPENDIX IX (continued)

23. WA = whole arm,24. TOP = on top of the ball

(T = level of racket, A/V)25. G = lost hold of the racket, A/V,-

(Timing = hold ball too long, A/V,-)(R2 = going up, 4-?)

26. WARMUP = +27. WIND = + as harmfu]

it

104

112

APPENDIX X

Subject 1:

VERBAL-MOTOR BEHAVIOR GRAPH

Main Goal

Subgoal A

Subgoal B

Subgoal C

Read..in

Variables

Call

Variables

A V

CRT 0-der

of Call

1 +

1-5 Serves

from

pictures

RHYE

Rhy +B_____Rhy.

-1-T+C+

B A. C MOC

T,C

Exp.

>

MOC + i

above)

2 +

6-7

RHY+B+T

+C+MOC

ACC

TExp.

TACO

y

3 +

8-14

?ACC

OC

--Ny

TW=4

Exp.

ACC 1

1'W

+

4 15-22

tACC

T (goal)47.=,

W OCi

4

T=1

or 3

00 =

Cen-

ter

T Exp.

or.

ACC

-

FCOR

HD

ItW OC

t

5 + -

23-28

(Rest)

RHY+B+T

T ED

T Exp.

Rev.

1SPD

SPD - - f

+C+MOC

+CON+SPD

)

SPDc---

orT HD

b-

30-34

Looks at

pictures

TT-2

T Exp.

1 Var.only

(goal)

B-

'T=2-

T 4.-

'T-3

T t-

APPENDIX X (continued)

Main Goal

Subgoal A

Subgoal B

Subgoal C

Read in

Variables

Call

Variables

A/V

CRT Order

of Call

7 ? Test

35-53

WS=RHY+B+

T+C+MOC+

CON+SPD+

HD

T-B

T B OC

W=2

W=4

C=3

W=H

T,C

Rev.

4-----

HD____

W,_______7

W<-

B C c

HD

HD+WH4

WH4

8 ?

53=87

Observes

Pictures

A=B?4

w4k------

-- C=1

T=1

C,T

For.

Exp.

c T4,=------"

9 -

Looks a';

pictures

88-98

ACC = -

B+Tt

SIM

BB=

Rounded

Circle

T=_

ior3

Toola

TFor.

eRev.

W2

OCT,---_--

W2

TIM <

TIM

TR99-106

10 -

107-125

TACC

4---------

W ----

R=2

1=2

R For.

R

-)

.

3ACC(-

--7

II-

HDc=======

11 -TEST

126-143

T2

T Exp.

ACC = -

n . -

144-178

(disgust)

TACC

T(goal)=1"

HDw2

T=2-

T-1+

T Rev.

THINK

TK---,, ?


Main Goal

---

Subgoal A

Subgoal B

Subgoal C

Read in

Variables

Call

Variables

ASV

'

CRT Order

of Call

TR 179-193

THINK

13 -

194-213

"can't get

whole

thing down'

ACC = -

RCH

B HD

WT =3-

T Rev.

, >T HD

14 +

214-247

B +T -LID +4

B T HD

T=2-

C=4-

T,C

Mix.

WB

)

C+W

9,'

Ti 7-----'

C4i_____=-,

WhT

TACO E

15 +

Test

248-260

HD+F+

FULL

SWING

CC=4-

T=1+

T=2-

T=1+

C,-

Only 1 Var.

le------2

ED

C4

F

T4-

Tc

16 +

Test

248-260

ACC

T1

I2W2

T2W2

T1R

'R=1+

T,C,R

Rev.

W4


`fair Goal

Subgoal A

Subgoal B

Subgoal C

Read in

Variables

Call

Variables

niv

-'

CRT Order

of Call

i7+

304-325

C4

W4

T3

R1OC

T3

W4

WB

C4

T2

W4

C4

T3

m -1

C,T,R

For.

ACC( (,--

,

SIT

TACC/SPD 4-

_L, +

326-336

"Ping-

H D

C3

C=.3-

C,T

Rev.

f----

pong

T T2

C4

T2

W4

W1

__.,

concept


Main Goal

Subgoal A

Subgoal B

Subgoal C

Read in

Variables

Call

Variables

ASV

CRT Order

of Call

19 + -

337-357

ACC

Ping-

pong

R1

I.

W1

T2

WB 2

R1

T2

B

2WB

T2

C4

T2

R,T,C

Mix.

ACC

-----7

ACC - -(

ACC = -

f

ACC = -

ACC -

.

20

358-4-371

ACC

W4(goa1L);7.n

ACC

T3

B

W=4-

E=4-

T

<-

T2

SPD

WB

SPD

WB+S 4-


Main Goal

Subgoal A

Subgoal B

Subgoal C

-Read in

Variables

Call

Variables

k/V

CRT Order

of Call

39oc

wW=4-

W=2+

mix

IACC/SPD -1-

44.______

w2.T.=====a.,

TIM

WB

ACC/SPD1"

TIM

21 - Test

372 -381

T2

WB

w W, C4

T,C

Rev

SPD

t

z% -

.52-395

SPD

er-

W +WB=SPD

W2

WB SPD

T2

WB

T,,

HD

T2

T1

W2

T Mix

h)

WA

2-_f -

396-405

HDm 12

W2

R1

T,R

Rev.

skips

ACC -= -

w --------,

"4

h


YAin Goal

Subgoal A

Subgoal B

Subgoal C

Read in

Variables

Call

Variables

A/V

CRT Order

.of Call

G4406-+416

Tl

WA

T1Rev.

I ACC

jOT4---

417-423

'ACC

4

IHD

12

W HDT2

W2

T Mix

I

= -

ACC = -

)

Go

-,-

424-436

----

HD

B R1

Wh

m -2

HD

T1

R,T

Mix

T1 1-

I-1D

437-439

ACC/SPD=+

*--

REY

RHY

F C W2

HD SPD

ACC

II' 2

C Mix

RHY + F 4---

, )

-

TIX <-----

IIrTIM

+ W


;rain Goal

Subgoal A

Subgoal B

Subgoal C

Read in

Variables

Call

Variables

ASV

CRT Order

of Call

28 +

440-449

4-----

WhED

T, zOCHD

W2 Tc=====,

W2

level

ofracket

T Mix

T + W

29 -4-

450-463

rTINS

TIM

toolate

sooner

For.

TIM + W

<

W2

HD

W2

Wh

"W2 4______

str-

aight

30 ?Test

464-469

T2 -------'

T

W.40

flat-

For.

HD

W2

--,-

.).1.

470-480

c--

T + W

+2

*---

T W2

SPD

B Wh t---=----)

1q0_

HB=-

, 1 Mix

SPD + B

ACC . -

Gy

.17D3*---


Main Goal

I

Subgoal A

Read in

Variables

Call -

Variables

A V

.--

CRT Or

of Call

3-

481-496

..>

SPD

OC

T2

T3

W2

T,

WTIM=

too

soon

, i_ Rev. .

SPD

SPD -

SPD - F

TIM

2

33 - +

497-501

T-

T,R

For.

T + W +

W2

R ACC

SPD

I2

G

_

ACC(

ACC + R

34 +

502-526

iSPD

?ACC =

SPD

T Mix

TIM<

TIME

ACC

W2

Wh

T2

Wh

W2

Wh

012

Taoal

TIM=

too

late

1SPD

SPD = + f


Main Goal

rSubgoal A

Subgoal B

Subgoal C

Read in

Variables

Call

Variables

ASV

CRT Order

of Call

35527-535

TIMr--

TIM + W2

Wh

B T1

W2

T1

W2

R1

W2

W4

W2

TIM

T1

T,R d.3c

+ T

JoACC =

T2

Wh

BDR2

T2

W-'

T,R

For.

536-563

4A C C = -

2 A

Off

W4

to R.

T2

T.T "2

T Wwhole

serve =

--A

CC

"Oh 'lear"

+"OK"

I


'fair. Goal

Goal

Subgoal A

Subgoal B

Subgoal C

in

Variables

Call

Variables

A/V

CRT Order

of Call

,-

-Jr564-593

watches-

loops

4-WARM UP --/

f--------

W2

T=.72+

G=lost

G=lost

sliced

to R.

C=14

T,C

For

T -------,

,e_______

C

C4

C4

WIND

W2

WIND

WIND

-----4

G k-----

T2

G -------0

W2

Wh

WIND

ACC = -

t

4-----

C1(goal

,, -,_

_.-.)

_.

594-605

Lit

T2

W2

OC

W2

T2

W2

R,

T,R

For.

APPENDIX XI

Subject 1: SYNOPSIS OF VERBAL-MOTOR BEHAVIOR GRAPH

CRTOrder of

CallCRT

Order ofCall CRT

Order ofCall

4. T6. T

9. T10. R,C11. T12. T

13. T

21. T,C

22. T

23. T,R

25. T27. C31. T33. T,R36. T,R37. T,C

ForOnly 1Var.

ForFor-

Rev.

Mix.

Rev.

Mix,Rev.Rev.

ForMixMixForForFor

7. T,C

8. C,T

30. T

Rev

Only 1Var.For

1. T,C

2. T

3. T5. T

14. T,C15. C,T

16. T,C,R

17. C,T,R

18. C,T

19, R,T,C

20. T24. T26. R,T28. T29. -34. T35. T,R38 T,R

-

, -

-Rev.MixOnly 1Var.Rev.

For

Rev

Mix

MixRevMixMixForMixMixFor

TOTALST =10TC =, 2TR = 3RC . 1C = 1

For=7Rev=4Mix=4

TC=1CT=1T =1

For=1Rev-1

T = 7TC = 2TR = 2RC . 0C = 0CT = 2CTR= 1TCR= 1RTC= 1RT . 1

For=3Rev=4Mix-7

116

1'2'1

APPENDIX XII

Subject 1:

ANALYSIS OF VERBAL PROBLEMS BY MOTOR PLOT SCORES

Problem

Episodes

#Episodes

Sol.

codea

Range of

Scoresb

Motor Plot

Total Score

Initial

Final

Score

I

Score

Mean

Score

1_5

'6--8

_.

32

33

..,

9-14

63

26-39

202

38

31

33.16

415-22

82

28-39

268

39

38

33.50

523-28

65

33-55

252

33

43

42.00

629-34

62

36-44

245

44

.44

40.83

735-52c

18

1,7

31-54

785

44

47

43.61

...,S

53-87d

35

124-50

1411

40

49

40.31

988-98

11

231-49

467

37

42

42.45

TR

99-106

86

27-45

308

36

43

38.50

10

107-125

19

232-55

822

47

43

43.26

126-143

18

2,7

36-59

893

59

39

49.61

12

144-178

35

229-55

1580

29

46

45.14

TR

179-193

15

640-52

683

52

40

45.54

13

194-213

20

234-52

935

40

38

46.75

14

214-247

34

330-52

1585

46

52

46.62

15

248-26C

13

3,7

38-52

614

46

40

47.23

16

271-3030

33

334-52

1474

52

40

44.67

17

304-325

22

337-52

1006

46

40

45.72

18

326-336

11

329-52

480

52

46

43.63

19

337-357

21

534-52

1000

52

46

47.62

a,

Appendix

aSee

ppendix VI for the legend of these codes.

b: ;) motor plot score for episodes 1-8.

Co Nmotor score for episofie 42.

allo accuracy-speed scores for serve 53.

eServes 261-270 non-existent: numbered incorrectly.

APPENDIX XII (continued)

Problem

Episodes

#Episodes

Sol.

Codea

Range of

Scoresb

Motor Plot

Total Score

Initial

Score

Final

Score

Mean

Score

20

358-371

14

340-52

673

52

46

48.07

21

372-381

10

2,7

40-55

470

52

55

47.00

22

382-395

14

437-55

637

40

40

45.50

23

396-405

10

236-52

422

46

37

42.20

24

406-416

11

331-52

469

31

52

42.63

25

417-423

72

33-52

296

37

52

42.29

26

424-436

1-

337-52

578

37

46

44,46

27

437-439

34

-

37-52

129

37

52

43.00

28

440 -449

10

337-52

451

52

46

45.10

29

450-463,,

14

340-52

628

45

41

44.86

30

464-469'

61,7

40-52

272

48

40

45.33

31

470-480

11

234-52

516

37

52

46.91

32

481-496

16

230-52

631

46

31

39.44

33

-497-501

54

43-48

229

43

46

45.80

34

502-526

25

339-52

1095

39

40

43.80

35

527-535

93

40-52

432

40

46

48.00

36

536-563

28

2,7

34-52

1223

46

46

43.67

37

564-593

30

I

230-52

1384

44

46

46.13

.,..,

594-605

12

3,7

40-52

593

52

52

49.41

xi

Subjeot

Prob-lem

Episode

3 10

4 15,195 25

6 29,30,347 48

8 68,699 95

TR 102,310 114

11 126

12 155,6

TR 179,19213 198-202

14 scat-tered

25 scat-tered

16 scat-tered

17 313-32218 326,331

19 s.Jat-

terad

20 scat-tered

21 38122 388,390

23 403

APPENDIX XIII

1: ANALYSIS OF HIGHEST SCORESDURING EACH PROBLEM

Score

39

3955

4454

50494555

59

55

5252

52

52

52

5252

52

52

5555

52

Analysis of Verbal Data AroundHighest Score

W4

"My wrist has to staystraight."

goal: hit ball at peakgoal: hit at peak + HD

combin. 2 goalsworking on TIncomplete sentence:

"I left that ...."NCprior goal T 3 or Tl. NCTR per. NC (98) working on TIM"did it sideways," tossed to

side"racket head lower" "I can't

tell what that littledifference is"

goal: toss higher positivegoal

goal: wrist snap (178)plateau, goal (195) backswing,combining elements

plateau, backswing + T +combining elements

plateau, whole thing: wholebody, B + T + S9 + Wh + C,combining elements

T + G + W 4- C 4- straight,combining elementsplateau

T=too low, "C=too far in front"plateau, "Swing down on it"RCIi + C + HD + Racketstraight, combination

plateau, combining of elements:racket st. + G + W 4- T +WB + B + C

W L T + B + SPD + S, + OC +W straight; combining of ele-ments into whole serve withproper timing "Oh good""dope, I just serve that way" W:3NC, "I just come down with mywrist,° accomplishel c( al

statement of goal: W iL 390.401;403 NC

119

Result

4

4

APPENDIX XIII (Continued)

Prob-lem

Episode ScoreAnalysis of Verbal Data Around

Highest ScoreResult

24 410,423,416

52 goal: armswing +

25 422,423 52 "Must be hitting them toolow" Goal=T + W, Acc = -;ND to 2 elements

26 scat- 52 plateau, HD +B+W+T+ HD Narrow

tered = T1

+ HD ND goal goal

27 439 52 "snapped wrist too soon;darn it"

-

28 440,441 52 "twisted my wrist, it wentstraight down"

-, +

29 454/459 52 "snap it sooner, hit down," +HD + W, narrows goal, com-bining of properties

30 467 52 "Come down," accomplishedgoal

+

31 454-480 52 plateau still, G + W + TIM,combining of properties

-

32 482,484 52 NC, goal = SPD + TIM, com-bining elements intolarger goals

33 499 48 NC, goal = wrist snap + T +ACC + SPD + G, combining

34 scat-tered

52 plateau still, TIM + SPD + W.combining of elements

35 scat-tered

52 plateau, "twisting W, W snap." +

36 scat-tered

52 plateau, W +

37 scat-tered

52 W +

38 scat-tered

52 T + W + TIM + hand straight,combining of elements

120126,

I

I

I

I

11

APPENDIX XIV

Subject 1: INCREASES AND DECREASES IN MOTORPERFORMANCE SCORES WITHIN AND BETWEEN DAYS

Days Increases DecreasesScoresRemainingthe Same

Total

BetweenWithin

1 (16.66%15 (46.87%

5 (83.33012 ;37.5o%)

0 (00.00%)5 (15.62%)

632

Total 16 (42.1 17 44.73'0 5 13.15.'0 38

APPENDIX XV

Subject 1: THE EFFECTS OF REST UPON THE WITHINDAY INCREASES AND DECREASES OF MOTOR

PERFORMANCE SCORES

In-creaseswithRest

In-creasesWithoutRest

De-creasesWithRest

De-creasesWithoutRest

StaysSameWithRest

StaysSameWithoutRest

Total

5(15.62%

lo(31.25%)

3(9.37%) (28.12%)

o(0 .00%)

5

(15.62%)32

Total 15(46.88)

12(37.50)

5(15.62)

32

APPENDIX XVI

Subject 1 ANALYSIS OF VERBAL PROBLEMSBY ACCURACY/SPEED SCORES

Prob-lem

Epi-sodes

RawScoreAccurac'

RawScoreSpeed

AL'uracyRatio(6 max)

SpeedRatio(4 max)

,--

Sol. Code

1 5 1 2 .20 .40 + 32 3 2 2 .66 .66 + 33 6 8 9 1.33 1.50 + 34 8 8 12 1.00 1.50 - 2

5 6 3 3 .50 .50 +- 56

;lb1 2 .14 .29 - 2

7 7 4 .44 .24 ? 1,78 34b 11 10 .32 .29 9 19 11 1 1 .09 .09 - 2

TR 8 6 2 .75 .25 TR 610 20 12 8 .60 .40 - 211 18 4 5 .22 .28 - 2,712 35 8 12 .23 .34 - 2TR 15 3 4 .20 .27 TR 613 20 12 13 .60 .65 -. 214 33 29 27 .88 .82 + 315 13 9 9 .69 .69 + 3,716 33 28 23 .85 .70 + 317 22 13 10 .59 .45 + 318 11 2 3 .18 .27 + 319 21 15 23 .71 1.10 +- 520 14 6 8 .43 .57 + 321 10 8 12 .80 1.20 - 2,722 14 4 5 .29 .36 - 223 10 0 0 .00 .00 - 224 11 3 4 .27 .36 + 325 7 0 0 .00 .00 - 226 13 15 12 1.15 .92 + 327 3 2 2 .67 .67 -+ 428 10 4 5 .40 .50 + 329 14 5 8 .36 .57 + 330 6 4 3 .67 .50 ?TEST 1,731 11 4 5 .36 .45 - 232 16 21 15 1.31 .94 - 233 5 3 2 .60 .40 -+ 434 25 21 16 .84 .64 + 335 9 5 7 .56 .78 4 336 28 21 29 .71 1.04 - 2,737 30 25 26 .83 .87 - 238 12 12 11 1.00 .91 + 3,7

Soe Appendix VI for the key to solution codes.bEpisodes 42 and 53 have no accuracy/speed scores.

122

Jar)

II

I

I

I

I

I

I

I

I

I

APPENDIX XVII

Subject 1: INCREASES AND DECREASES IN ACCURACYAND SPEED SCORES WITHIN AND BETWEEN DAYS

ACCURACY

Days Increases Decreases Scores Remainingthe Same

Total

Between 1 (16.66%) 1 (16.66%) 4 (66.66%) 6

Within 8 (24.24%) 1 (3.03%) 24 (72.72X) 33Total 9 (23.07%) 2 (5.1a%) 28 (71.79%) 39

SPEED

Days Increases Decreases Scores Remainingthe Same Total

BetweenWithin

1 (16.66%)9 (27.27%)

10 (25.64%)

1 (16.66%)1 (3.0392 (5.12%

4 (66.06%)23 r9.69127 69.23%

6

3339Total

APPENDIX XVIII

Subject 1: THE EFFECTS OF REST UPON THE WITHIN-DAYINCREASES AND DECREASES OF ACCURACY

AND SPEED SCORES

ACCURACYIn-creaseWithRest

In-crease ,

WithoutRest

De-creaseWithRest

De-creaseWithoutRest

StaysSameWithRest


Total

2(6.06%)

6(18.18%)

0(0.00%)

1(3.03%)

7(21.21%)

17(51.51%) 33

Total 8(24.24%)

1(3.03%)

24(72.72%) 33

SPEEDIn-creaseWithRest

In-creaseWithoutRest

De-creaseWithRest


StaysSameWithRest


Total

1

(3.03%)8

(24.24%)1

(3.03%)0

(00.00%)4

(12.12%)(57.57%)19

33

Total 9(27.27%)

1

(3.03%)23

(69.69%) 33

123

131

APPENDIX XIX


Day EPSRaw Accuracy I

ScoreRaw Speed

ScoreT-ScoreAccuracy

T-ScoreSpeed

1 59-68 10 6 65 602 149-158 8 7 64 633 226-235 18 10 80+ 69

4 361-370 19 8 80+ 66

5 440-449 6 5 58 586 586-595 11 6 67 607 630-639 12 5 69 58

APPENDIX XX

Subject 2: ACCURACY-SPEED MEAN DAILY SCORES

Day # f Servos 1 Raw AccuracyScores

Raw SpeedScore

MeanAccurac

MeanSpeed

1 67 58 42 .87 .632 91 75 51 .82 .563 78 86 54 1.10 .694 134 96 68 .72 .515 79 61 43 .77 .546 146 114 80 .78 .557 44 32 19 .73 .43

Total 639 522 357 5.79 3.91

Average daily accuracy = .82Average daily speed = .56

124

32.1 ,

APPENDIX XXI

ORDER SUBJECT 2 READS IN VARIABLES,PROPERTIES AND ELEMENTS

1. T - TOSS(T=2 too low, A/V,-)

2. R = racket not loi enough, A/V, +)3. SPD4. ACC5. S9 walks, +

(C3 = toss out to the side, A/V,-)

(T = 1 or 3, A/V, +)6. S

14= bent knees, +

7. Wh

wrist turned horizontally, hit diagonally, +

8. F = follow through9. LEAN = lean to the left, A/V, -

10. P1

not standing to side enough, +,

G = grip firm, +12. TIM timing = too late, A/V, +

(R = too much curve, not enough curve, A/V R and L)(R = straight, A/V, +)(R = 1 racket down straight or completely straight,

A/V, +)13. E = drop racket, +14. HD = brought it down, +15. CONT = contact16. W

2slapped down

17. S13 = foot fault, -; related to S9, + before)

18. WB = whole body, lean into it, +19. SIM = simultaneously toss and swing, +20. B

1= fuller backswing, +

(P3

facing net, A/V, +)

(H1 = racket pointing toward net, A/V, +)

(C2 = toss back over read, A/V, -)

(P = point backward toe, A/V, +)21. OC = off center, -

(C4 = A/V, -)

22. RS = swinging racket too much, swing less, A/V, +)(RS = not swinging up high enough, swing higher, A/V,+)

23. E = sidearm, A/V = E = 2(LEAN = lean to the right, lean to the left, A/V)

24. CON = control over the racket, +25. RCH = reach out, +26. TOP = on top of the ball, +27. BNG UP = come up with the head of the racket, +

125

13:;'

28.

APPENDIX XXI (continued)

ARCH = bend the body, +(T = 1, A/V, +)

29. WIND = -(0 -= 1, A/V, +)

(G = 1, A/V, +)

r134

126

APPENDIX XXII

Subject 2:

VERBAL-MOTOR BEHAVIOR GRAPE

Main Goal

Subgoal A

Subgoal B

Subgoal C

Read in

Variables

Call

Vari ables

ASV

CRT Order

of Call

1 +

1-3

Thigh

enough

low

enough

T.1 or

.3

Explor.T,R

2 t_______

R2

T(goal)

TSPD(goal 1

SPD

`

. +-

4-8

TACC

ACC

ACC

-

C=3

Exp.

C

ACC

S9

k

C,

. -

3. +

9-13

..,

S

T=2,

T

1 or_3? Exp.

2

T1

14. +

14-17

TACC

T---

T=3+

T Exp.

For

SPD

3=SPD

ACC

34.__

SPD

ACC

5. +

18-19

TACC

F

Wh

S9

ACC

Exp.

Rev

<

.. +

20-23

.1.SPD

SPD

ACC

T F

T For

ACC

ACC =

7. -

24-33

SPD

LTL

T=3-

T Mix

W=h

4,_______,,

3-----

SPD

wACC = -

_____.

"h

(

APPENDIX XXII (continued)

Main Goal

Subgoal A

Subgoal B

Subgoal C

Read in

Variables

Call

Variables

ASV

CRT Order

of Call

>ACC

T3

P=1

ACC -

ACC = +

4,

P -----

ACC -

18. -

34-41

ACC = +

ACC

ACC

p1

S14

Rev

= -

ACC -

<

>

77_=___

Test

42-67

LSPD

SPD

ACC

T2

T For

ACC = +

4------ 4

68-75 .

ACC = +

T2

LTL

Wh

ACC

LTL

TIM=

too

late

--

Mixix

ACC = - E

ACC

+=

< __

TIM

>TIM

).

11. +

96-85

LTL

R t=====n

T,..7-----'?

ACC

SPD

R4

F

R=4

cur-

ved

Exp.

R,T

Rev

ACC = +

ISPD

ACC = +

FACC = +


Main Goal

Subgoal A

Subgoal B

Subgoal C

Read in

Variables

Call

Variables

ASV

CRT Order

of Call

looks at

ACC = + E

R4

R_a_______

R=1

,

R4

pictures(

12. -+

86-90

EB.

head

of

ke

rac-

t

down

R=3

closed

R,T

Rev.

ACC = +

R4

f4k-----

HDHD

R

ACC = +

ACC = -

(

m2

'

13. ?

91-99

ACC = 1-

(--

TIM

CTIM

-

R=4

)W=2

+

C,R,T

Rev

HD

Et4

(7177

/'

S14

HD R4

T3

R + C (----

ACC

4-

ACC = +

>

ACC =

-----

cc'

+ HD

'-'

14

>

R+ T

'

23

-----">

ACC = +

ACC

WI

P R1

LT.L.-

"

R4T====='.

=

+ LTL

'

-R4(..--

122E= XIII (continued)

Main Goal

--Subgoal A

ACC . -

ACC = +

-Subgoal B

Subgoal C

Read it

Variables ,

Call

Variables

. ACC

R4T3R4

h/v

TIM=

too

late

1

W-drop-i

ping

itdown

_JL:13:..._

1 good

2=1

R=3?

R=4?

R=1?

R=4?

7-4---

R,---.2

4

CRT Order

'of Call

T,R

For

14. +

100 -106

:XC = + 4--

) `

ACC = + 4---

TEvl

TIM

W.7------

(

---,,

..!---

ACC = 4.

---

..)ACC - -S1(- --.01

-,

15. -

107-126

ACC = + c

S13

ACC

, 12

T ,R

Mix

..

7-_-___-_a

ACC = -

4.

ACC

---''

=4-,

ACC =

YELL

FEEL

---->

ACC =- 4--

ACC = -

-4

LTL

S13

P--

.

P + R 4--

HD

R _________>

41

R-----4

l'-----

R/(77-----4

RIJ177.2=7

MC

I = M

NM

EI

1196

11PM

_M

INI

NM

MN

NM

=II

MI

NM

NM

=II

APP

EN

DIX

=CI ( continued)

Mai

n G

oal

Subg

oal A

Sutg

oal .

F!

Subg

oal C

Read in

Variables

Call

Variables

A/v

CRT Order

of Cali

...

.....,

.

look

s at

pict

ures

,

--

FI

R4=L

R=3+

R3HD

ACC

= -

AC

C =

-16

. f12

7-13

4E

-0.

-S.

LM

I---

H q---

T F k_-----*

____

HD

C

B=ful-

ler

back-

swing

P=1-

P:=3±

T,R,C

Mix

SIM

BSTMT+ B.-)--

--.,

P1A

CC

= +

I

S13

ACC

= -

ACC

= +

P =

ACC

3p

.-.-

----

3. +

135-

142

P _

H=1

Too

far

C=2-

For,C

Ht-

R4 P3

T2

R3

ACC

+ 4

T.

AC

C =

-

C2

T'Y

ACC

- +

18. +

143-144

ACC

=i--

p-,3±

P=1-

P=toe

P3_

>

AC

C =

?p

---

1 t-

----

--D

- -

- -

- 'tae

-APPENDIX XXII (continued)

Main Goal

Subgoal A

Subgoal E

Subgoal C

Read in

Variables

Call

Variables

A/V

CRT Order

of Call

19. +

Test

,..1

145- 15F;

..._

ACC = -

C2 3

F P3

T3W T3

WEB1

T2

R4

,, T 2 P,

m .3

R=Curve

RS=1

too

much

C,T,R

For

.

T,R,C

Only 1 Var.

called

":.ACC . -

,

ACC = +

<

ACC . +

______.,

0 C

(---

- -

-----

M. -+

159-174

ACC

+=

ACC

(R4 4'''-----

T3

m -2

Cd

= +

RS1i------4

11. +

175 -179

P=1-

RS=not

high

h

T,R

Rev

ACC . -

P ------

1*

R8 ------4

2k-----

1111

111

MIN

NM

ION

Ple

all

1011

111

IMO

Now

pews

jog

mia

ggows

MN

mg

lea

APRODIX ZXII (continued)

Goal

Main G

Subgoal A

Subgoal B

Subgoal C

Read in

Variables

Call

Variables

ASV

'''''

CRT Order

of Call

.2. +

180-192

ACC

RS3

1-1..3--=

higher

R hand

T= +

ACC = +? 4-

.

.==.7=

W2

>ACC :- + 4----

'

cside

G=-

P=1-

lucky

T=1 or

'ACC = +

ACC = +

---7

G W2

ACC = +

4-

------ 4

P2.

't

.

T1or T3

i7-72

W2

23. +

r

193-212

-RS3

,

514

W2

T2

Wh

T3

m -3

G T3

-

T Mix

ACC = -

ACC = -

<

ACC =-

,.

ACC . +

1

ACC = +

ACC = -

ACC = -

1

ACC

= -:-

TIM

TIM

W2

TIM=

too

late


Mai

n G

oal.

Subg

oal A

Subg

oal B

Subgoal

Read in

Variables

Call

Variables

ASV

CRT Order

of Call

4. -+

213-225

A=

+"o

:1

AC

C=

+"O

K"

c

C2 d OC

T2

OC

T2

W2

L.side

C,T

Mixed

.c.,_

____

4

----

-4A

CC

= -

AC

C =

-

1R T

est

226-2 6

-

.-+

237-256

____

_

.6..

AC

C =

4E TIM)

OC

RC T4 3

T3

TIM=

too

late

T,R

Mix

AC

C =

+ ,

-?1T

RA

CC

= +

4-

C0R

I'

AC

C =

+--

"fr

.

TIM

'(

./A

CC

= -

A C C = -

1

-+

257-260

AC

C =

L.

To R.

To side-

lines

T,R

Rev

ACC

= -

AC

C =

-W

2<

---

,..

T3,

k___

____

_

T2

W2

*,

---

AC

C =

-,

RC

H 4

---

IMO MI ISM

IMMO

PIM

NISI

POPE

Poll4

PRIM

MN%

P004

limmi

frog

looll

torsi

Plowl


Main Goal

Subgoal A

Subgoal B

Subgoal C

Read in

Variables

Call

Variables

A/V

CRT Order

of Call

W2

R4 SPD

vib-

rating

out

1 PD

<<

T2

E T',

ACC = -

_

ACC = -

G T---",

24---

T-

TS goal)

ACC

>=

27. +

269-285

ACC =

ACC

T2-----)

COR

To R.

To R.

To L.

Turn-

ing

too

low

T=eye

level+

T,C,R

Mix

-

ACC = -

(---

'CC = + (---

ACC = -

ACC = +4--

--i

-,

(

W2(

Gk.______=.

C4

RCH

T2

E4________

R4

TA=

to"Forgot how

do it"

T2

--)

7

APPENDIX XXII (continued) '

Main Goal

Subgoal A

Subgoal B

Subgoal C

_Read in

Variables

Call

Variables

A,

- '

CRT Order

of Call

28. +

286-292

,-.

ACC = +

P33

P1

-4

R4

To R.

To L.

R,T

For

c___

ACC = -

R ------4

4k-------

T2

----

TOP__,,

29.

?

293-302

ACC = +

T2

W2

More

or less

P..1?

p=o

R3?

For.

ACC = +

ACC = +

ACC = +

ACC = -

4------

ISM

W------

2

P1

SPD

P1 or----

4

ACC (Goal).-

to R

!

4____

)77,

30. ?

303-326

ACC = -

vP1',3(goal

-- ,

WB4-----

Too

far.

Re-

ject

-

T=eye

level

E=side

arm

C,T,R

Mix

4

P3-------' .

,C <

2COR

W2 T (

''

E47-7-77--'/

ACC = -

ACC = -

4--

ACC = + --

)


Main Goal'

Subgoal A

Subgoal B

Subgoal C

Read in

Variables

Call

Variables

A/V

RT Order

of Call

Rest

4

W2

COR

T1

W2

E R4

come u

with

head o

racket

ACC = +

E +W

<IiR

---%

E R4

E R4

W2

-ACC

CC = -

=ACC

31. -

3'27-360

ACC = +

W2

C4W2

R4

w2i======±

OC

P. 1

To R.

,R,T

ix

ACC =--

ACC -

ACC

-<

ACC = -

SPD

-ACC = +

4ACC = 7

ARCH

ACC = -

f

APP

EN

DIX

flu

I(continued)

Mai

n G

oal

Subg

oal A

Subg

oal B

Subg

oal C

Rea

din

Variables

Cal

lVariables

A/V

CRT Order

of Call

.,

.

SPD

= -

Too

hard

R.

hand

corner

To L.

r.P.o R.

C=

?too

hard

AC

C =

+4--

AC

C =

SPD

,

AC

C =

2

C-

to R

.A

CC

= +

fSP

D =

- "

0C--

---=

----

-/__

__.

TA

CC

= -

TR

Tes

t36

1-37

1.

Exp.

TR

2 7

3 . -

3 L

I32

. +374-402

a

. ._

AC

C =

+T1

E2 MR

W2(

----

--"P

R

too

deep

to

R.

to L.

t o R.

to L.

Exn.

T,R

Mix

ACC

= +

IA

CC

=A

CC

= -

AC

C =

+ (

--.

AC

C =

-

>

AC

C=

'+

to R

4to

L I

AC

C =

AC

C =

-A

CC

=W

2to

R (

)-

to L

R4


Main Goal

- Subgoal A

Subgoal E,

I

Subgoal C

Read in

Variables

Cali

Variables

ASV

'CRT Order

of Call

ACC = +_. .(

Wh

E2W2

n k.:=

:o

ACC = + +

ACC = -

:N

G k----

TT

:7)

403-438

ACC 4.______

FEEL <

E --------7

E=2-

E=1+

To L.

R,T

Rev

.

E--

--7

E2S13

ACC = - 4

"t

ACC = -

R4 t____-

E2

T2

W2

T2

E2

ACC = +

).

ACC = -

ACC = +

ACC = -

ACC = -

ACC = -

ACC = +

ACC = +? 4.-"-----

ACC = -

f

34. ?

Test

439 -449

ACC - -

WIND<----

35. -+

450 -460

.

ACC = - c---

E ------- )

To L.

To R.

Exp.

Re.

Rev.

2

7431

A CC =

- - to R.<

E2

APPENDIX XXII ( continued)

Mai

n G

oal

Subg

oal A

Subg

oal B

Subg

oal C

Read in

Variables

Call

Variables

ASV

CRT Order

of Call

..

, _...

E2

P=3-

P=1+

P3,

(..._

P1 (

goal

)(7

-'-',

36.'?

461-

483

AC

C =

-E2

"work-

ing

better

now"

into

net

too farRev

-

i

AC

C =

+P

W2

W2

Ei

w2k.

.=.9

'

El

T1

W2 T2

<

AC

C =

-A

CC

=A

CC

= +

AC

C =

-A

CC

---

--4,

AC

C =

+ --

..,..-

CO

OR

4

E + T

W=

<-

CO

N

=A

CC

--(-

----

-W

2).

k---

T3

---.

?T

7ACC

'talk) far

--i>

37. +

484-

517

AC

C -

E-1

-

El

r For

?A

CC

= -

AC

C =

-A

CC

= -

AC

C =

+


Main Goal

Subgoal A

Subgoal B

Subgoal C

Read L.n

Variables

Call

Variables

A/V

CRT Order

of Call

ACC =

ACC

ACC

ACC

ACC

ACC

ACC

ACC

ACC

ACC

ACC

ACC

m

4 CL

KR

9

518-579

ACC = + r-

ACC -

-ACC

ACC

+ACC = -

ACC =

<FEEL

COOR

ACC =

ACC

ACC

+I

to to L.

to L.

Out

to L.

-o R.

3 R.

to R.

RCHZ====-1

to R.

G

Right

haLd

c)r-

4-7

W

to R.

to L.

G=1-

to :0-

too

far


Main Goal

Subgoal A

'Subgoal B

Subgoal C

Read in

,Variables

Call

Variables

A /V

'CRT Order

1of Car

to R.

wobbly

ight e/

ACC - -

>W

4

ACC =

2 A

G k----='

1000R'

G `

39?

580 -595

- --

ACC - -

R4E

out

to L,

t o P..

to. R.

C=1+

T , C , R

Mix

ACC =

--

ACC

= -

ACC = -

4 1 T1

ARCH

C F======4

C1

RSW2

B----,

SPD

-RS-412+C

f--.

.

RS+W 2+C

i+B

f____

40- ?

596-640

ACC

out

long

to R.

to L.

E. hand

cor.

to L.

to R.

t o L ,

C Mix

=.

ACC

= -

ACC = - <--

AX = -

---, >

A CK, = +

2>

W2

ACC = -

A.--

ACC -.,

COOR (----

W2

-

ACC = - ..&4-

-1-

ACC --- ?

>

W2 <----

>C4------,

w f______

E2

WIND

E-

AC C

--- +

SPD

WIND=SPDN-

= -


Main Goal

Subgoal A

Subgoal B

SubgoaI C

:

Read in

Variables

Call

Variables

ASV

CRT Order

of Call

ACC =

ACC =

4WIND=SPDT

to R.

to R.

to L.

"Left-

hand

thing"

dis

st

-4

ACC = -

ACC

. -

ACC -= -

APPENDIX XXIII


ri.

CRTOrder of

CallCRT

Order ofCall

CRTOrder ofCall

7. T8.

9. T12. R,T15. T,R18. -19. C,T,R24. C,T25. T,R26. T,R31. C,R,T31. -

MixRevForRevMix

ForMixForRev.MixRev

13. C,R,T16. T,R,C29. T30. C,T,R33. R,T36. T38. R,C39. T,C,R40. C

RevMixForMixRevRevMixMixMix

1. T,R2. C3. T4, T5. -6. T

10. T11. R,T14. T,R17. R,T,C20, T,C,R

21. T,R22. T23. T27. T,C,R28. R,T29. T,R37. T

Exp.Exp,Exp.Exp.Rev.ForMixRevForForOnly 1

var.RevRevMixMixForMixFor

TOTALST = 2 Mix . 5 C = 1 Mix = 5 C = 1 Mix = 4RT = 1 Rev = 4 T = 2 Rev = 3 T = 7 Rev = 4TR = 3 For = 3 RC = ? For = 1 TR = 4 For = 6CT = 1 RT = 1 RT = 2

CTR= 1 TCR = 1 RTC = 1CRT= 1 CTR = 1 TRC = 1

TRC = 1 TCR = 1CRT = 1

144

152

goom

ossa

ism

oges

sair

e"ad

ists

tiotti

cia4

11./1

UM

r r

iNII

EM

I M

B N

M I

ON

IM

IB

MN

OM

MN

ill r

NM

IIw

o

cn C3

APPENDIX XXIV

Subject

ANALISIS OF VERBAL PROBLEMS BY MOTOR PLOT SCORES

Problem

Episodes

Opisodes

Sol.

Codea

Range of

Scores

Motor Plot

Total Score

Initial

Score

Final

Score

Mean

Score

11-3

33

17-19

55

17

19

18.33

24-8

53

9-22

88

18

22

17.60

39-13

53

16-24

100

24

22

1.0.00

414-17

43

20..26

89

20

20

22.25

518-19

23

18-18

36

18

18

18.00

620-23

43

12-25

73

12

17

18.25

724-33

10

28-29

162

19

21

16.20

____ 8 _._

._.34 -41

82

13-27

133

14

15

16.63

942-67

26

2,7

9-29

434

15

18

16.69

.10

68-75

85

13-26

149

13

15

18.63

11

76-85

10

315-18

165

17

15

16.50

12

86-90

54

16-18

86

16

18

17.20

13

9...--99

91

15-24

172

17

21

19.11

14

100-106

73

14-33

138

15

28

19.71

15

107-126

20

211-24

344

15

21

17.20

16

127-134

81

14-29

153

20

17

19.13

17

135-142

83

14-23

153

16

18

19.13

18

143-144

23

18-24

42

24

18

21.00

19

145-158

14

3,7

14-30

31c

21

18

22.14

20

159-174

16

421-33

411

24

24

25.69,

21

175-179

53

24-26

123

24

26

2/.60

22

180-192

13

320-30

313

29

26

24.08

23

193-212

20

324-35

570

34

27

28.50

24

213 - ?25

13

421-40

366

27

27

28.15

TR

226-236

11

6,?

24-41

342

26

29

31.09

25

237-256

20

418-38,

532

31

24 .

26.6C

aSee Appendix VI for key to solution codes for problems.

APPENDIX XXIV (continued)

Problem

Episodes

#Episodes

o.

Range o

Code a

Scores

otor 'lot

Total Score

Initial

Score

Final

Score

Mean

Score

26

257-268

12

424-31

316

24

'27

26.33

27

269-285

17

3,

24-32

431

27

24

25.35

28

286-292

73

24-32

196

30

24

28.00

29

293-302

10

120-30

245

24

2y

24.50

30

303-326

25

324-41

752

29

34

30.08

31

327-360

34

219-35

976

27

30

28.70

TR

361-370

10

730-42

346

35

36

34.60

TR

371-373

36

30-34

98

34

30

32.67

32

_374-402

29

3'

28-44

1002

36

35

34.5:5

33

403-438

36

123-44

1217

32

33

33.81

34 - "-

439-449

11

1,7

27-34

350

, 32

33

31.82

35

450-460

11

422-42

376

22

34

34.18

36

461-483

23

121-50

826

36

36

35.91

37

484-517

34

325-49

1132

34

34

33.29

38

518-579

62

120-36

1781

36

27

28.72

39

580-595

16

:1,7

26-39

519

31

35

32.44

40

596-539

44

1,7

I

25-52

1575

43

34

35.80

APPENDIX XXV

Subject 2: ANALYSIS OF HIGHEST SCORESDURING EACH PROBLEM

Prob-lem1 2,3 19 Goal=toss higher, racket low

enough, 'force; combining2 7,8 22 Goals: ACC, C, T3 9 24 T=too low, goal=toss higher4 15 26 "Racket kind of turned in my

hand"

Episode Score Analysis of Verbal Data AroundHi hest score

5 18E 22 25

7 32 29

8 38 279 53 29

10 70 2611 80 1812 88-90 18

13 93 24

14 104 3315 125 2416 , 133 29,17 141 23

18 143 24

19 148 30

20 162,170 3321 179 2622 181 3023 197 3524 224 40

TR 235 4125 251 38

26 262 31

27 281 32

esult

"I leaned to the L. and racketturned to the R"; combining2 props.

"I didn't do as well when Istand at my side"

NC; goal (37) = CNC; goal (52) = TGoal: ACCGoal: ACCHD + Straight racket; com-

bining props.Goal: ACC+SPD; combining

props.Goal: ACC+TIM+dropping it downGoal: ACC "Too far to the R"Goal: ACC "Too far out"Goal: C "That one was completely

over my head"Goal: Body position "turned toomuch to the R-hand side"

Goal: Body position "That onewas pretty good because Ididn't turn my body"

Goals: C and T; NC; combiningGoal: swing higher; A/VGoal: CGoal: ACC, "Too far I think""I'm slapping the ball downagain"

"OK"NC; 250=0 + P + CON, G tight

+ dropping down + TIM + OC;.combining of previous props.into larger subgoals

Goal: T=3; T + HD, combiningprops.

"Racket too low, turning it tothe L"

147

155,

+A/V

APPENDIX XXV (continued)

Prob-lem Episode Score

Analysis of Verbal Data Around. Highest Score

result

28 289 32 Goal: ACC + P; combining ofproperties

-

29 294 30 Goal: ACC + C + HD + TOP; com-bining

+

30 310 41 Goal: CON + T + P + Slapped Downcombining of props.

31 328-330 35 Goal: ACC; Slapping + C = ACC; +A/E, Combining

TR 363' 42 NC; testing TRTR32

371-372385

3444

,NC"That one I've got to turn itmore to the R."

TR+

33 422 44 Goal: ACC + C; combining, nar-rowing of goal into largerelements

34 448 34 NC Testing35 457 42 Goal: ACC; T + C = ACC, com-

bining A/E36 462 50 ACC = T; A/E Testing

1 prop37 499 49 Goal: ACC -38 518 36 NC; Goal: G + ACC; 1 property39 582 39 Goal: ACC, G -40 597 52 NC TR,

Testing

148

APPENDIX XXVI


1..rn

Days Increases Decreases ScoresRemainingthe Same

Total

Between 3 (50.00%) 3 (50.00%) 0 (00.00%) 6Within 14 (38.88%) 15 (41.66%) 7 (19.44%) 36

Total 17 (40.47%) 18 (42.85%) 7 (16.66%) 42

APPENDIX XXVII

Subject 2: THE EFFECTS OF REST UPON THE WITHINDA/ INCREASES AND DECREASES OF MOTOR

PERFORMANCE SCORES

In-creaseswithRest


De-creasesWith ,

Rest5

(13.88%)

De-creasesWithoutRest115(27.77%)

(41.56%)

StaysSaneWithRest

2

(5.55%)


5

(13.88%)

Total

2

(5.55%)12

(33.33%)

---17-----W---(38.88%)

Total(197 .44%)

149 t

APPENDIX XXVIII

Subject 2: ANALYSIS OF VERBAL PROBLEMSBY ACCURACY/SPEED SCORES

Prob-lem

#Epi-sodes

RawScoreAccuracy

RawScoreSpeed

AccuracyRatio(6 max)

SpeedRatio(4 max)

Sol. Code

1 3 1 1 .33 .33 32 5 11 6 2.20 1.20 33 5 10 4 2.00 .80 34 4 2 2 .50 .50 35 2 1 . 1 .50 .50 36 4 2 2 .50 .50 37 10 8 8 .80 .80 28 8 6 6 .75 .75 29 26 17 12 .65 .46 2.7

10 8 3 3 .38 .38 511 10 10 9 1.00 .90 312 5 4 4 .80 .80 413 9 9 6 1.00 .67 114 7 2 2 .29 .29 315 20 21 10 1.05 .50 216 8 5 3 .63 .38 117 8 8 4 1.00 .50 318 2 1 1 .50 .50 319 14 12 9 .86 .64 3,720 16 15 12 .94 .75 421 5 4 3 .80 .60 322 13 24 11 1.85 .85 323 20 15 11 .75 .55 324 13 10 7 .77 .54 4TR 11 18' 10 1.64 .91 6,725 20 10 9 .50 .45 426 12 7 . 6 .59 .50 427 17 13,," 11 .76 .65 328 7 2 2 .29 .29 329 10 9 5 .90 .50 130 25 13 11 .52 .44 331 34 23 16 .68 .48 2TR 10 19 6 1.90 .80 7TR 3 1 1 .33 .33 632 29 25 16 .86 .55 333 36 35 21 .97 .58 134 11 6 5 .55 .46 1,735 11 10 8 .91 .73 436 23 25 16 1.09 .70 1

aSee Appendix VI for the key to the symbols given.

150

158

a

Va.tero&VM1,1,1VMPOK...11pitaxeSitaa. ......,....*Womoncermatr./IPVC4,0491WM

I

I

APPENDIi XXVIII (continued)

Prob-lem

#Epi-sodes

RawScoreAccuracy

RawScoreSpeed


SpeedRatio(4 max)

So1.Code

37 34 31 24 .91 .71 338 62 34 26 .55 .42 139 16 11 6 .69 .38 1,740 44 32 19 .73 .43 1,7

APPENDIX XXIX


ACCURACY

Days Increases DecreasesScores Remaining

the SameTotal

Between 1 (7.66%) 4 (66.66%) 1 (16.66%) 6

Within 9 25.00% 10 27.77%) 17 47.22-. 36Total 10 2 .8 14 ... 18 42.85A 42

SPEED


the Same Total

BetweenWithin

1 16.E6%1.,44

4 (66.66%12

1 16.6W17 .220'

6

36Total 8 1.0 jamIgnopa 18 2.8' 42

APPENDIX XXX


AND SPEED SCORES

ACCURACYIn-creaseswithRest


De-creasesWithRest


StaysSameWithRest


Total

5

(13.88%1

Total

(11.11%) (8333)7

(19.44) (5.2 55%) (41.15 66%) 36

9(25.00%)

10(27.77%)

17(47.22%) 36

SPEEDIn-crease;withRest


De-creasesWithRest


StaysSameWithRest


Total

3(8.33%)Total

(11.11%) (8.3 33%) (25.00%) (11.11% (36.11%) 36

(19.44%)12

(33.33%)1

(47.22%) 36

152

160

WW,114MMIWIW,,,,,pmearftMerInviralayNTIRTIOR,,*

APPENDIX XXXI


Day EPS Raw AccuracyScore

Raw SpeedScore

T-ScoreAccuracy

T-ScoreSpeed

1 44-53 7 4 60 532 116-125 6 6 58 603 233-242 13 6 70 604 354-363 6 7 58 635 432-441 6 3 58 516 536-545 8 6 63 607 580-590 2 3 48 51

(1 let)

APPENDIX XXXII

Subject 3: ACCURACY-SPEED MEAN DArr,Y SCORES

Day Hof Serves Raw AccuracyScores

Raw SpeedScores

MeanAccuracy

MeanSpeed

1 53 42 51 .79 .582 72 38 35 .52 .483 109 111 60 1.01 .554 114 95 73 .83 .645 78 45 24 .57 .306 104 69 53 .66 .507 45 24 21 .53 .46

Total 575 389 297 4.91 3.51

Average mean accuracy = .67Average mean speed = .51

153

1c;1

APPENDIX XXXIII


1. FEEL = feel comfortable, +2. ACC3. G = grip4. T = toss5. E = arm straight, arm curved; A/V, test?6. EYES = eyes on the ball7. F = follow through8. P = starting position

(T = Tl toss correct height, A/V +)

9. C = toss in front of the body, C = Cl; A/V +

(T = T2, toss lower; A/V, +)

10. RCM = continuous motion, roundness type thing11. TIM = slowing down, A/7, -12. SPD = too hard, A/V, +13. R = batting the ball, A/V, -

(R = hitting the ball down, A/V, +)(R = pushing the ball into the ground, A/V, -)(R = putting the ball into the air, A/V, +)(P = out of position, A/V, -)

14. TOP = tops the ball15. S = feet16. WB = whole body, +

(T = T3A/V, -)

17. W = wrist18. CON = concentrate19. ARCH = bend backward, +

(Foul = net)20. S

14= bent knees, +

(P3

= facing net, A/1, -)....

(T1 = re-accepts)21. RW = racket heavier, +22. 00 = off center,23. LEAN = +

(P1

-.- point feet in direction want ball to go, A/V, +)

24. PRACTICE = + ._

(RCM = pendular motion, A/V, +)25. CON = control, uncontrolled, A/V, +-)

R = batting ball, +)R = pounding into the ground, -)WA = wrist whipped, not hyperexended, A/V)

26. R3 ='swing, total swing(C4 = toss too far in front, A/V, -)

(TIM = too late, A/V, -)

154

162,

APPENDIX XXXIII (continued)

(C3= toss out to the side, A/V, -)

= re-rejects more positively)

(TIM = too coon, A/V, -)27. SLB = swing like a baseball, A/V, -)28. ARM = moving arm across, A/V)

= toss right overhead, A/V,

29. RCH = reach(RW = racket lighter, A/V)

155

163 i

......rimarwrawevagraesseceaviteir...Virr-r.0".

AFT .NOIX ;OCCIV

Subject 3:


Main Goal

Subgoal A

Subgoal B

Subgoal C

Read in

Variables -

Call

Variables

ASV

CRT Order

of Call

1.

?1-12

ACC-____4

FEEL

FEEL

.com-

I

fort-

able?

E=cur-

ved or

straightExp.

T

,

ACC

G T E7

EYES

FFEEL f

13-22

FEEL

Awk-

Exp.

ward

T,C

T1or 3.

=0 1

C

T(

3.

?

23-28

ACC

ACC

TT=2+

For

T4.

?

29-40

ISPD

RCM

-.---

con-

tinu-

ous,

Rouad-

ness

Slow-

ing

down

Bat-

R=3

Hit+

R=3

Exp.

R

RCM

1

F<

RCM

TIMING

SPD

(

SPD

TIMING

t

Et

RCM

.ht,I,

R.

(----

Pig

P 1

VIC

IP1

!CM

Mil

lam

'12

064

PIN

Slo

Rm

i!m

ot!1

PQ

MIm

o m

a

APPENDIX 30C TV (continued)

Main Goal

Subgoal A

Subgoal B

Subgoal C

Read in

Variables

Call

Variables

AIII

CRT Order

of Call.

Push-

R-1

Put +

r.,.2

.+?

41-53

P+.P.CM+F7

TOP---

PType

move-

ment

R=3

bat

R=3

hit

Mix

Rev (ex-

cept for

1 var.

RCN

F

COORS

R

54-68

7.---?--

69-74

ACC

ACC

RCM

T=1

str-

aight

R=3

push

T=3 -

Exp.

T,R

For

I

ACC

+ <

---

4-

S--------4

T ----*

RCM

E--',

=

iG RSPD

ACC + -

ISPD (goalilk

I

WB

COOR

(goal)

COOR

1

k.:)

RCM

(goal)

ACC -

-Tv----

T SPD

SPD

ACC+SPD -T

(

W CON

I+W

---1

APPENDIX XXX1V (continued)

Main Goal

Subgoal A

-Subgoal B

Subgoal C

Read in

VarLables

ARCH4

Call

7ariables

-76 T SPD

A/V

S-1.4

TCR

Order

of Call

8.

+75-82

----- ---

-SPD

----

---

-77P

SPD=TIM+

TIM

T^y

-----4

COOR

4---

T'p

FOUL c----

S14 (------

83-88

.-

S

P =3-

T=1

1 Mix

P,..

__-,

S14

T c

"

(IACC(goal ))

O.

?127-160

RW___

Heav-

ier

R Mix

OC

)

LE

AN

*-WB

ACC = +

____

-TIY

ACC = + 4

PF--

--

s, .i.

4

P=1

ACC

?PRAC-

TICEL____,,

=

1SPD

R.C

lvr-

----

/ .P

Pendu-

lar

R4

R=3

SPD

Push

TR.

161-166

11.

+167-173

SPD(goal)

>CON

'-ir-

SPD

-"DTI 0 R

CM

uncon-

trolle,:ii FOR (1

er...rly var.

=i <

ACC = -

RR=3

k--

LEAN

bat

ACC = +

APPENDIX XXXIV (continued)

Main Goal

Subgoal A

Subgoal B

, Subgoal C

Read in

Variables

all

Variables

A/V

CRT Order

of Call

12.

?

174-187

ACC = + 4---

RCM

Rf.------)

R=3

T=2

R=3

pound-

ing

T=2+

R,T

For

j

T__

SPD

Ric-_

-

ACC = T2

A/E

T-------4

13.

?188-212

ACC = - W

T=2

T=3

R=1

Push

T=3

T=2

R=1

Push

T=3

T=2

OC=-

T,R

For

i

T T=.-_--."._

RCM

R47____=___.---'''

ACC = --,

T T"k____

RCM,Rk=_-_P.

Ti=====,

Ti----1'

ACC = -

4-

ISPD(goal)

=+

,,____=-

0C,

2+I 3'

14.

?

213-236

ACC

T3

or T2

or T

?1

T=3

T=2

T=1

T=3

W=4?

T=3

T=2

T,R

Mix

ACC

<

>

COOR (-----

TA T ---4

rr'''

WACC -T3 or

T, or T1

(

?T k___

wi=====,

R,

ACC = -

A----

TCMk--R--

Tk=------"

OCRCM,R

ACC =

2+RCM+R

i

APPENDIX XECI7 (continued)

Main Goal

Subgoal A

Subgoal B

Subgoal C

Read in

Variab]es

Call

Variables

A/7

CRT Order

of Call

15.

?

237-242

4SPD

T2or T3

or T1?

T=2

T=3

T=1

T 1 early var

T4.

..

T 47-4

T (7====2

P

T2

or

T3

or T1

?.

M -

250-270

"just

luck"

COOK 1---

T2 or T3

P CON

T_____-4

T=2

T=3

T=2

T=3

T=2

T Mix

T '?

or

<

t----

T T------''

CON

T47====='

-----4

m -CON

4..2-

COOR

T2=CON

"7==:

T T,,i===-'

OC

17.

?271-288

ACC = - <

TM(

Goal-

T-------4

TIM

T=3

T=2

T=1

or 3

T=2

T=2

R=3

hit

T,R

Rev

Find T

Tc.====

Ti-

CON

RS

OC

T A-====.7.,

----->

DSPD

SPD = - <

TACC -

<RCM,R1-7==


Main Goal

Subgoal A

Subgoal B

Subgoal C

Read in

variables

Call

Variables

ASV

CRT Order

of Call

18.

+289-316

ACC = -

4"--

.b.b.hdi

COOR ,4----

FEEL

C ------'>

C±4-

T=3

too

late

C=3

C+?

comf=-

T =?

C=1+

Comf

C,T

Rev (ex-

cept for P)

.

COOR

T 47-7=-2'

P OCCON

ACC = +

CON

TIM 4

TIM ----''

FESL (----

C C -4------4

<----

FEEL-z7:

T;----="

Cc-----'

ACC

+T

=<

ACC = + --I

FFELIConf.

oal

19.

?317-348

ACC

CC=1?

C=1+

C =4-

too

soon

jerky

comf.

dis-

gust

C,T

Rev (ex-

cept for OC

=SPD = ?

goal

ACC

SPD

C1-----'

CON

C -------4

SPD = +

SPD = +.--/

ACC = +4--

ACC

CON

TIME

RCM,R=

OC i"----''

TIME

TIM + To

too clos

to the body

-----4

COOR

FEELE-----


I

Main Goal

Subgoal A

ACC

Subgoal B

Subgoal C

Read in

Variables

Call

Variables

A/V

CRT Order

of Call

20.

?

349-351

confused

T=3

T=2

T=2

comf.

=T ?

---

T4...______

T--------"

T-------

ACC = +

TACC(goal)t--

--aFEEL

>

(goal=

tcomf.

T =? 3, 2?

Wiest

TR

252-364

22.

+365-384

ACC

C=1

T=2

C,T

Comf. .Rev

swing

like

base-

ball_

ID.=.-

T=1

C=1

ACC = -

SLB

Tk----

..r.b.t.1,

(goal=

comf.)

ACC = + (----

Test T?

pa__

T..---=----2

C1+T2

C----

23.?

385 -398

confused

= - (--- FEEL

>Comf.+

T=3.

or

3T=2

T=1

Comf.?

P=3

P=2

T.70V-

ing

across

body

T T,C

Rev

(comf.+)

T T4-----L-_-'

Te="

§

SPD =

(+

ACC = + 4 PEEL

(comb.?)

24.

'''

399-

427

ACClgoal)

P2or

9P

3.PT------

PACC = -

ARM(

(-------

_-__..,


ASV

CRT Order

of Call

Main Goal

Subgoal A

Subgoal B

Subgoal C

Read in

Variables

FCall

Variables

ACC ( gOal) (

T G-

PC=1,..

C =5+

,

RCH + C ?=

ACC

'

A/E

RCH

CTR Test

428-442

ACC(goa171- f.

TIM

TIM

Too

hard

ortoo

soft

too

soon

too

late

T=3

T=2

R=3

too

late

too

soon

T,R

For

25.

?

443-503

SPD(TEST)

ACC = +

SPD(TEST) h

SPD = +

TIM

TIM1.______

--'

TIM

ACC = -

<I

ACC

- - --11TIM

>

T .,____2

ACC = - E" TIM (--- too hard 1--.

SPD(TEST)

ortoo soft

>

ACC -

<T RCM,R,T-=-.-2

TIM-<=-----'

ACC = -

-ISPD +TACC

t

, How?

TIM (.__

_

ACC = +--4

TIM

TSPD 4-TACC?

4._

TIM

(goal)


Main Goal

Subgoal A

Subgoal B

Subgoal C

Read in

Variables

Call

Variables

Cc----7

RW;====,

EYES

T

A/V

0=4

hea-

vier

CRT Order

of Call

C,T

Mix

7.6.

+504-545

SPD = +

ACC = - F

--->

RW

ligh-

ter

C=5

C=1

fuller

T=1

T=3

C=5

Comf.+

li ghte

t

OC

C k======2 )

FEEL

C RCM-4

T;77=2

Tt----='

-----4

CC +T +R

'

51

+ RW

lighter =

Comf.

'RW(

27.

?

546-590

ACC

TEST T

T*-------4

C t======'

EYES 7-===i

T=3

C=1

Ok

better

Comb.+

T,0

Rev

= -

ACC =

tACC=T

+

ACC = T1

IC9+ EYES

ACC = +

--., F

ACC(goal)

.h.L,L

TEST T

onesormne097.04.

APPENDIX XXXV


- - + 91 + -

CRT Order ofCall

CRT Order ofCall

ICRT Order of

Call16. Tlg. C,T

Mix, ForRev

1. T2. T,C3. T4. R6. T,R7. T9. T

10. R12. R,T13. T,R14. T,R15. T17. T,R20. T23. T24. T,C25. T,R27. T,C

----

For-RevMixForForMixForRev--RevForRev

5. R8. T

11. R18. C,T22. C,T26. C,T

RevForForRevRevMix

TOTALS

T= 1CT = 1

Mix = 1Rev = 0For . 1

R= 2T =7TC = 3TR = 5RT = 1

Mix = 2Rev = 4For = 4

R= 2T =1CT . 3

Mix . 1Rev = 3For . 2

165

1731

APPENDIX XXXVI

Subject 3:

ANALYSIS OF VERBAL PROBLEMS BY MOTOR rLOT SCORES*

ProblemEpisodes

1-Sol.

episodes

Sol.

Range c:'

Scores

Motor not

Total Score

Initial

Score

Final

Sccre

Mean

Score

11-12

12

113-27

216

13

14

18.00

213-22

10

11

15-25

191

15

19

19.10

323-28

61

14-25

105

17

17

17.50

429-40

12

115-28

231

15

18

19.25

541-53

13

3,7

14-31

273

20

23

21.38

654-68

15

137-32

342

32

19

22.80

769-74

6.

121-27

149

27

26

24.83

875-82

83

24-32

220

30

29

27.50

983-89

71

20-27

171

21

27

24.42

TR.

90-125

36

6,7

(no verb

or motor dada)

10

127-160

33

118-30

512

22

24

23.27

TR

161-166

66

21-29

146

29

21

24.33

11

167-173

73

21 -35

196

21

36

28.00

12

174-187

14

124-34

388

27

30

27.71

13

188-212

25

122-35

677

25

27

27.08

14

213-236

24

121-36

691

24

31

28.79

15

237-242

61

25-33

182

25

33

30.33

--

243-249

(incorr

ctly nutberE:A.; no

such scores)

16

250-270

21

121-33

616

33

27

29.33

17

271-288

1C

125-39

569

27

37

31.61

18

289-316

28

325-41

860

41

32

30.71

19

317-348

32.

121-39

952

39

32

29.75

20

349-351

3 ..

1,7

31-33

96

32

31

32.00

21

352-363

12

6,7

24-33

341

33

24

28.41

22

365-384

21

322-39

634

27.

30

30.19

23

385-398

14

327-41

458

33

39

32.71

24

39(:7-427

_..

L2,:]-4/..7

:-7__

--

29 .

7 _22-39

7fl-79

...

926

505

1944

36

3332

333333

31.93

36.07

31.35

1350

33

31

32.14

1226

25

32

27.24

_nand in Appendix vi.

APPENDIX XXXVII

Subject 3: ANALYSIS OF HIGHEST SCORESDURING EACH PROBLEM*

Prob-lem12

3

4

56

7

8TR

TR10

TR

1112

13

14

15.

16.

17

18.19.

20.

2122

Episode Score

4 2719,20 25

25 2538 28

52 )154 3269,70 27

Po 3286,87 27

157 30

161 29

173 36178 34

208 35

231 36

239-242 33

scat- 33tered

285,6 39

289 41317 39

350

352,3380

Analysis of Verbal Data AroundHighest Score

Goal = toss--vertical positions"I'm not :ure where the startingposition is."

NC, goal: CGoal: hit it instead of batting

it.Goal: hit it instead of bat it.Goal: ACCGoal: AOC & SPD, T, W

NC, Goal: T, SPD, TIM (77)Knees, feet, and P

NCKnees, RCM, Goal: more push or

force

NC

Goal: ACCNC, certain @ of batting ball

into the ground (179)NC, Goals: T,TSPD, tACC, choosin

between 2 T'sNC; trying to lower the T, same

as Problem 13P + 4SPD + T. Adding vars.

T CONT + TIM. "I think it isjust luck when I get it inthe right position."

SPD + T + SWING = ACC + SPD orWSNC. Same as Problem 17T + C = ACC

33 NC. T,- -ACC; T,- +ACC but -comfd;t. Goalt-find thebest between these two

33 NC. Same as problem 20.39 NO. T higher (381)

*Abbreviations and symbols are found in Appendix VI.

167

1 /5

Result

+-+?

A/E andaddingvars.

Comb.vars.

+,

Comb.vars.largergoal

Comb.vars.Comb.vars.Comb.vars.Comb.vars.intolargerelem.

A/V,Com.ofvars.A/EA/V,A/E

testing

APPENDIX XXXVII (continued) *

Prob-lem

Episode Score.ilalysis of Verbal Data Around---r-

Hi:hest Score Result

2324

390scat-tered

41

39

NC, Test T (391)

Goal: ACC =S+P+E4T+C(hitting it in differentplaces) + G + RCH

testing

Comb.vars.New pro& elem.

TR scat-tered .

39 NC. Same as Problem 24. ?

25 458,61,8 39 Goal: SPD(452); TIM(459)ACC(459) Same problem asin Problem 13

Narrowigoal

26 520 44 NC27 554-578 39 Goal: testing T (566);

testing CNarrowi

goal

bbreviations and symbols are found in Appendix VI.

168

1/6

Ps

ng

ng

I

I

I

I

I

I

I

I

I

I

I

Ineel exeromarmayee+w

APPENDIX XXXVIII

Subject 3: INCREASES AND DECREASES IN 1,,IOTORPERFORMANCE SCORES WITHIN AND BETWEEN DAYS

Days Increases Decreases ScoresRemainingThe Same

Total

BetweenWithin

1 (16.66%)9 (40.90%)

4 (66.66%)8 (36.66%)

1 (16.56%)5 (22.72%)

6

22

Total 10 (35.71%) 12 (42.85%) 6 21.4 28

APPENDIX XXXIX


PERFORMANCE SCORES

creasesWithoutRest

`MaysSameWithRest


TotalIn-creaseswithRest

:n-creasesWithoutRest

De- --"be-creasesWithRest

3 6 1 7 0 5(13.63% )(27.27%) (4.54%) (31.81%) (00.00%) (22.72%) 22

Total /9

li0.90%)8

(36.36%)5

(22.72%) 22

169

1 ')".'

APPENDIX XL


Prob-lem

#Epi-sodes

RawScoreAccuracy

RawScoreSpeed

AccuracyRatio6 max

pee.Ratio4 max

Sol. Cod

1 12 4 7 .33 .58 12 10 5 4 .50 .40 13 6 6 5 ) 1.00 .83 14 12 8 6 .66 .50 1

5 13 20 9 1.53 .69 3,76 15 12 8 .80 .53 17 6 1 1 .16 .16 18 8 3 5 .37 .62 39 7 4 3 .57 .42 1

TR 36 18 18 .50 .50 6,710 33 32 15 .96 .45 1TR 6 3 2 .50 .33 6

11 7 2 2 .28 .28 312 14 29 14 2.07 1.00 113 25 19 12 .76 .48 114 24 26 13 1.08 .54 115 6 6 2 1.00 .33 116 21 18 12 .35 .57 117 18 5 5 .27 .27 118 28 32 22 1.14 .78 319 32 20 19 .62 .59 120 3 7 4 2.33 1.33 1,721 12 14 11 1.16 .91 6,722 21 16 7 .76 .33 323 14 2 2 .14 .14 324 29 17 8 .58 .27 1TR 14 10 7 .71 .50 6,725 62 38 27 .61 .43 126 42 31 26 .73 .61 3,727 45 24 21 .53 .46 1,7

aSee Appendix XI for a key to the symbols and abbreviations.

170

1/8

ea

APPENDIX XLI


ACCURACY

Days Increases DecreasesScores RemainingThe Same

Total

Between 1 (16.66%) 2 (33.33%) 3 (50.00%) 6

Within 5 (21.73%) 4 17. 9% 14 (50.86% ) 23Total 6 (20.68%) 6 20. 8% 17 (58.62% ) 29

SPEED

Days Increases Decreases Scores RemainingThe Same

Total

Between 2 (33.33%) 1 (16.66%) 3 (50.00%) .1 6Within 3 (13.04%) 4 (17.39%) 16 (69.56%) 23

Total (17.24%) (17.24%) 19 (65.51%) 29

APPENDIX XLII


AND SPEED SCORES

ACCURACYIn- In- De- De- Stays Stayscrease crease crease crease Same Same TotalWith Without With Without With `WithoutRest Rest Rest Rest Rest Rest

1 4 1 3 7 7(4.34%) (17.39%) (4.34%) .(13.04%) (30.43%) (30.43A) 23Total 5

(21.73%)4

(17.39%)14

(60.86%)23

SPEEDIn-creaseWithRest

In,creaseWithoutRest

De-creaseWithRest


StaysSameWithRest


Total

0(00.00%)

3}X13.04%)

0(00.00%)

4

(17.39%)5 11

(31.25%)(47.82%) 233Total

113.04%)4

(17.39%)16

(69.56%)23

171

1'79

APPENDIX XLIII


Pqm Accuracy Raw Speed T-Score T-ScoreDay EPS Score Score Accuracy Speed

1 34-43 10 6 65 602 145-154 9 3 64 513 220-229 14 7 74 60

4 320-329 18 12 80+ 75

5 397-406 7 4 60 536 478-487 6 3 58 517 522-531 10 6 65 60

APPENDIX XLIV


Day #of ServesRaw Accuracy

ScoresRaw SpeedScores

MeanAccuracy

MeanSpeed

12

3

4

56

4311175

100778144

139380

101897685

10445469665544

.30

.851.061.011.15.93

1.93

.23

.39

.72

.69

.85

.671.00_L

Total 531 537 342 7.23 4.55

Average daily accuracy = 1.03Average daily speed = .65

172

180

OrP.,40.t.....M..1,.artorn.rm

APPENDIX XLV


1. T = vertical position of toss2. ROH = reach3. ARCH4. SMASH5. WRIST = twisted, A/V6. BNG DOWN = bring racket down7. ACC = accuracy8. BNG UP = bring racket up9. G = grip racket tighter, A/V

10. WB = lift whole body11. C = horizontal position of toss

(C = 1 L/V)(C = 5 A/V, +)(T = 2 A/V, -)(T = 3 A/V, -)(T = 1 A/V, -)

12. LEAN13. RELAX14. SPD = speed, force

(G = too tight, A/V)15. ANGLE = increase, A/V, +)16. TOP = come over the top of the ball, -17. B = backswing18. FS = forward swing19. S

13= feet still

20. S10

= on toes (reverse of flat-footed)

21. TIM = timing(C = 2, A/V, -)

22. SWAY23. R = position of face of the racket24. FEEL

(S = flat-footed, A/V to Sio)

25. F = "come through with them"(TIM = too soon, A/V)(R = R

1flat, straight on; A/V)

(T = T2

elbow bent, A/V, +)

26. THINK(C = C4, A/V, -)

27. G = thumb in28. OC = on center of the racket29. E = elbow up, A/V, +)30. DOA = hit down off arm

(R = angle between flat and twisted face, A/V, +)31. H = waiting position

(BNG DOWN = too far, A/V)32. WIND

(C = Cl, A/V, +)1/3

181

APPENDIX XLV (continued)

33. P = body position34. CON = control over the racket

(C = Cl, A/V, -)

(C = C3, A/V,

35. WS = natural, smooth stroke, A/V, +(T = drops, get as it comes down T=2, A/V, +)(G = Gl, A/V, +)

(TIM = slower come on, A/V, +)

174

182

APPENDIX XLVI

Subject 4:


Vain Goal

Subgoal A

Subgoal B

Subgoal C

Read in

Variables

Call

Variables

ASV

CRT Order

of Call

1.

-1-14

ACC(goal)

T RCH

ARCH

SMASH

W-,-twist

T,C

For

I

__I

W*---

BNGDOWN

ACC

BNG UP

T RCH

WB=lif

WB =high

C=1

4

G WB

WB------,

------,

C4

reject i

2.

-j

15-26

ACC(goal)

ACC

WB*-'.--'

WB ',-----'

WB=lif

WB=higil-

erl

T=2 -

WB=lif-

T Rev

ACC

= -

<T

ACC = 4-

ACC = -

WBARCH

m

3.

+27-29

ACC

<l

C(goal)

'"C -50'

C=1

T=3-

C,T

Rev

ARCH

C ;=====

ARCH

Ti=

=-4

= +

APPENDIX XLVI (continued)

Main Goal

Subgoal A

Subgoal B

Subgoal C

Variables

Variables

of Call

4.

+?

30-34

ARCH

T=1,

peak

T =2-

T Rev

T

Looks at

pictures

LEAN (----7;

(.--

SMASH

T 1-------

RELAX

5.

+35-44

Test

4----

BNG UP

BNG DOWN

BNG UP

BNG DOWN

RELAX

BNG UP

BNG DOWN

1

BNG UP

BNG DOWN

T,C

Mix

G-------

G=too

SPD

SPD 4-

BNG UP

BNG DOWN

BNG UP

BNG DOWN

tight

ANGLE(----

ACC

t______

"-----

TOP

TOP= -

ANGLE

Cgoalp

----4

6.

+45-54

T

S13=

still

S10=

toes

come

down

T,C

Mix

B+T+

B ----)

FS

WS =

BNG UP +

S + G +

'OWN

S13

(

SG

104

BNG DOWN1


Main Goal

Subgoal A

Subgoal B

Subgoal C

I

Read in

Variables

Call

Variables

A/V

RT Order

of Call

SPD = -

ARCH-

right

over

wait

too

long

C=2-

ACC = -

TIM

TIM

TIM

BNG UP

BNG DOWN

S13

C

TIM

TIM

BNG DOWN

C RELAX

HIT=right

over

ARCH + T 4

C + TIM

-7 ,.

55-80

-T SPD

RELAX

C RELAX

SPD

ANGLE

"nce

& easy"

? "can't

figure"

"feel

of it"

to R.

to L.

turned,

in cen.

T,C,R

or

SWAY er---

WS =

"can't

figure

it out..

the move-

ment"

ACC(goal

TIM

TIM +

RELAX

= ACC

4--

SPD = -

ACC =

tACC = -

-41

RFEEL

ACC(goal)*

ACC = to E

ACC = -toL.<

ACC

W= +


Main Goal

Subgoal A

Subgoal B

JSubgoal

CRead in

Variables

Call

Variables

A/V

CRT Order

of Call

GC=5

S=flat

footed

C=5

T=3

too

soon

T=2

"nice

& easy'

turned

R=1

C,T,R

For, Mix

--4

ARCH

S10

SPD

FORM first

then SPD

(jgoal)

--)

9.

.

81-104

TSPD(GOAL)4-f

Sflat

1----

4

TIM

i--

T(___7

FTIP----

(---

T .-----=-.4

ANGLE

RELAX "4---->

W

ACC = -

4SPD (goal)

tT"-----)

)R

c

4ACC/SPD

(Foals)

105-108

Wr------

R F------'

ARCH i---4

TIM

T C

turned

R=1

Over

R,T,C

Rev

T+C+TIM=

over the

IARCH

TIM f------

---->

Tthe

10

-9-122

ACC

Gt ______

_G=1

turned

R=1

R,T

For

W-1

=Rt

tACC(goal )

---/

,'ACC = R1

(A/E)

<-

THINK

'' I

TIC=-


Main Goalbgoal

ASubgoal B

Subgoal C

Read in

Variables

Call

Variables

A/V

CRT Order

of Call

P'D

4S10

W 7----7f

-------'1

turned

T=2

R =2

ACC = -

TR2= T,

2-

'

IA/E )

Ry

TIM

----').

1TIM

THINK

THINK 4-----

...._,..

-123-142

Locks at

WS

Rests

-;

IUD

(goal)

S10

T

T.0

C=5

Rev

turned

G=1

fun.iy

wait

too

long

too

hard

m=2

T=1 or 3

goafter it

wait

too lorg

0=4-

G=thumb in

C W.1

G(____

FEET 1_____

---9'

TIM-4

FEEL (

)TIM

j

ENG DOWN

P ARCH

----'

T(-

>,

11.

4,

TIM E

TIM

F-

TIM

TIM

)

C 7=====s'

Gthumb

_L.

+?WS

14 -154

TENG DOWN

RELAX

-.


M ain Gcal

Subgoal A

Subgoal B

Subgoal C

Read in

Variables

Call

Variables

TCRT Order

of Call

<

TIME

TIM

nice

& easy

too

soon

too

late

For

t_____

BNG DOWN

S

ACC = -

OC

ACC = -

T

:D

ITIM

10

ARCH

BNG DOWN

.----4

TIM

4

TIM

TIM F-7___

13.

-155-173

wS=

tSPD(goal)

ACC = -

1

TSID;goal)

ACC = +

ACC = - c

SPD4-=-__---"_

too

haId

tight-

cr

ir, the

as a

G=1

G=1

up,

over

T,C

Mix

(

)G ARGHT----4

T C TIM

G-t__-_=

G ;=17=2.

THINK

B E -----"

<-------

C BNG DOWN

1

"?

1T +C +TIM=

SPD+ACCI

<1

<TIM

THINK 4-7-1

-----,

rB+E+C+

I

BNG DOWN.)

)

OFF ARM

14.

+ACC -------,-

TIorT3

turned

R=1

flat

T,R

Rev

T FEEL

W-1-2=7"--4

174-1E49

ACC

<= - A--- FEEL

ACC

FLAT ARM-

R + Wst.

R(-

>


Xain Goal

Subgoal A

Subgoal B

Subgoal C

Variables

in

iables

Call

Variables

ASV

CRT Order

of Call

4NT

'w= straight+

ACC = + t

t

Rrests

.ACC (goal)

5.

+?

190-218

DACC(goal)

ACC =

ACC = -

WE

lift

tight-

er

R=1

R,C,T

Mix

(

Gf

RCH

Rt

4---,

)TOP t"'

of arc

C (======.>1

C=1

--41

I

1+ T1

+

TIM + TOP

TIN 4------

THINK

4T.

T=1

of arc=ACC

TTLIC. Top of

THINK

arc

B+E+C+T (rd

R BR,C,J.

Mix

-0.

4

219-230

'

E C T 107--------4

TIM

ANGLE

Twist

t

ACC =

TIM

+ TIM

>

TACC(c,oal )

)

PL:i-------

R=1

Between R1

<R -----P

R=

& Rtwist

(test)

___

4__

twist

WS

TACC(goal) (--

4THINK

.

ev e

-tng

f---

THINK

ACC = -

ACC =


Main Goal

Subgoal A

Subgoal B

Subgoal C

Variables

Variables

A/V

oCRT

Order

of Call

17.

-233-263

WS(goal) ,

1G

>tight

T1 or

T3

T,C

For

T._

)

S10

Relax

T lower =

ACC (A/E)

m*

T1 orT3

T=I

.,

,...___

S13

TF

C Tin arc

T =2-

4

ACC/SPD

(goal)

ACC

+TIM

NTIM

Tca=2,

f=

THINK

THINK

G S

ACC = + a-

t

ACC =

-E

13

G T

4F

firm

tight

T=1

tight

C=2

G4

T T

'

G Z7777-4

C1

TIM

FEEL

TIM-,(

9FEEL-

ie..

HBNG DOWN

B FS

ARCH

C T TIM

,T,R

For

<

-264-269

WS =

------

IB+FS+ARCHI

+C+T+

y

TIM(

TIME


Nair: Goal

Subgoal A

Subgoal B

f

Subgoal C

Read in

Variables

Call

Variables

ASV

CRT Order

of Call

WS = -

over-

head

turn

wait too

long

R T====2'

TIM-1

TIM <

)T

T=====

S10

ARCH

FEEL

T=3

)I

FEEL -

..-J.

-

270-275

ACC(goal

BNG DOWN

Ftight

too

hard

- Mix

1.S.PD

>

G (_____=!

S-PD1.---='.

E

C

O.

-

276-278

FEEL

-B ?EEL 47----)

TIM ---'

OCENG DOWN

right

wait

too

long

- For

(-

)

TIM 4

ACC = -

-+

ACC = -

S10

ARCH

T.---------'

RELAX

THINK

T,C

T=1

Mix

tighter

_:_.

27';,-287

<-

)

4SPD(goal)

't

ACC

4-7 THINK

= -

4

ACC

G t

'

S H

=

TIX E

)

TIM -4

in arc

ACC

, 'C r, 1

C+T+TIM

= ACC

=t

)


Main Goal

ISubgoal A

Subgoal B

Subgoal C

Read

illi.es

Variables

ASV

CRT Order

of Call

t2.

-2.88 -291

I i

ACC = -&-"FEELS.c

CON= -

tight-

er

too

soon

too

late

awkwar

R Rev

CON 4

CONF------f

R G)

t

"I

---1"

TIM

i

.TIMt-----

TIM

>t----.____

PEELS-47=f

t_;.

-?

292-304

ACC

RELAX

Rtight-

er

1

over

S=flat-

wait

too

long

too

late

too

hard

,=

G)

BNG DOWN -i.

R ARCH

G S Z

''

TIM --*P

ACC = -

1SPD(goal)

SPD

<

TIM

E

TIM ----4

SPD

,4.

-!

'3,05-329

ACC =

ACC =

RELAX

THINK

G-

RELAX

_. Mix

ACC =,-

r

E--,--THINK

<

>

ACC =+

WS (w-oa7)

fft ACC(g.oal)


Main Goal

Subgoal A

Subgoal B

Subgoal C

Read in

Variables

Call

Variables

A/V

CRT Order

of Call

25.

350-343

WIND-----)

G ----'

tight-

R,C

, or .__

Rer

awk-

ACC = +

(--

\FEELS 7.I.I

-1

FEELS

ward

lift

uigflu-

tight-

erer

wait

too

WE__

BNG DOWN

,-----,,

,-

(_______

-----

TIM

TIM t

long

ACC = + f

S10

incorner

WB i______1'

C47=--------*--

C r---'

lift

C=2

C=1

'e-.;.

7,44-363

P _______t

1 m rev, mix

TIM

TIN ------>

wait

i______

too

T TIM ------1

,Y.).2

ACC = -

TIM

>R 7-7-7

too

long

R=

twist-

Gtight-

er

S =,

r.

-

S10

G

G+WBlift-1

T=TACC

WE

lift

T


Main Goal

3ubf,,,oal A

ISubgoal B

Subgoal C

Read in

Variables

Call

Variables

A/V

-

CRT Order

of Call

TACC(goaa),

Lean

WB +..=_.

Smash

G 1-=_)

S13

-----I

lift

tight-

r

lift

"aim"

r>

(I

ACC = -

'

13

WElift

./-

ARCH=ACCT

WBARCH

27.

+

364-375

I

<4-----

F R,

14/goal)47:

WIND

twist

tight-

er

twist

C=1-

C=3+

R,C

Mix

BAL

BAL

)

G-----3

RELAX ----I

W....____

W S =

(

CT---!

C4=-2

"put whole

thing

together"

2t.

+

376-384

'SPD

T i======='

T=3

lift

tight

T,R

Mix

WBWIND

G i-_____2

R

S

WS =

":set

ACC = -

every-

tning in

order"

29.

-BAI

BAL

Ti7.====ft

S13

T =3

T=1

tight

T,R

Mixed

3,,t5-402

---1

T 4______

G4---2.


Main Goal

Subgoal A

Subgoal B

Subgoal C

Read in

Variables

Call

Variables

WS=

ii-

ACC =

WB

CCOR

ACC = -

COOR

iCOOR

COCR=ACC

COOR

F G RELAX

RACC = ?

ACC

=(

ACC = -

-?Test

G S10

-(

407-41

WS (k7oal)

"put

everythin

-.7,7tner"

ACC - -

G>1

ACC = -

t

414-419

ACC - -

ACC

WB (7=====4

G G WE WB f=fr

G T-

2 O-25

ACC = -

BNG DOWN

ARCH

ACC = -

--+

---CRT Order

A/V

of Call

lift

natural,

smooth !

stroke

tight-

er

tighter

For

tight- T

er

T=2+

1 var. only

long

early var.

lift

tight- T

G-1

lift

Rev

lift

tight-

er

T=3

Rev


Main Goal

Subgoal A

1Subgoal B

1 Subgoal C

Read in

Variables

Call

Variables

A/V

good

lift

34.

426-445

ACC = -

ACC = -

T.ACC(goal)

ACC = -

ACC =

ACC = -

ACC = -

4

fkoC =W

RCH

ISPD(goal)t- TIM

ISPD=ACCL

(A/E)

FEEL

+

RCH

WB -----4'

AR

CH

WIND 74----)

W G W SJ3

TIM 4==1

ICRT Order

of Call

For

down

the

middle-0

too

hard

turned-

tightcr

turned -1

feet

still

wait

too

long

35.

446 -454

ACC = -

ACC = -

ACC = -

ftkRCH=TACC]

455-475

ACC = -

WBARCH

G THINK

S10

ARCH

wBc=====

WB(goal)(7±

S10

F BNG DOWN

tight-

er

lift

tight-

er

flat

Mix

Lift

lifting

flat

For


Main Goal

Subgoal A

, Subgoal B

Subgoal C

Read in

Variables

Call

Variables

ASV

CRT Order

of Call

BNG DOWN+

ARC13+TOP

,(

F W 4_______?

BNG DOWN

TOP

twist

I

?Test'

ACC

BNG T-----,

RELAX.,7-___---2

TIM 1-_-=.1

over

long

slower

come

down

-For

.

C76 --LE?

=

1

)

I

TIM

..*'-

-4?8-515

j

looks at

pictures

-----'r

ARCH

Farch

lift

tight-

er

- Mix

;.3 ------4

G------4

S13

S="put

<

everything

to--7eter"

Thot

G -------4

<

lom 17===='

ACC 7=1

tight-

er

lift

long

stance

Flat

For

Mix

J'J.

516-531

W3=

"everything ACC = -

(--

togetner'

)S 7------

BNG DOWN

----4

ACC = -

S WIND

F

).

APPENDIX MIT


- - +1

+ + -

CRTOrder of

CallCRT

Order ofCall

Order ofCRT

Call1. T,C2. T9. R,T,0

10. R,T11. T,C13. T,C16. FoC,I17. T,C18. C,T,F19. -20. -21, T,C22. R23. R24. -25. R,C26. T29. T,RY. -31. T32. T33.34.35.39.

ForRevRev-

ForMixMixMixForForMixMixMixRevRevMixForMixMixFor(only 1 Agar.)RevRevForMixMix

8. C,T,R36. -37.

,

Mix,

MixFor

3. C,T4. T5.6. T,C7. T,C,R12. -14. T,R15. R,C,T27. R,028. T,R38. -

RevRevMixMixForForRevMixMixMixMix

TOTALST =4R -2RC = ITC = 5RT = 1TR = 1RTC=1 '

RCT=.1CTR=1

Fey = 6For = 7Mix = 11

CTR = 1 Rev = 0For = 1Mix = 2

T =TTC = 1CT . 1TR . 2RC = 1

TCR = 1RCT = 1

Rev = 3For = 2Mix = 6

190

1 S'

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:1

_1

I

APPENDIX XLVIII

Subject 4:

ANALYSIS OF VERBAL PROBLEMS BY MOTOR PLOT SCORES

*

Problem

Episodes

Episodes

Sol.

Code

Range of

Scores

Motor Plot

Total Score

Initial

Score

Final

Score

Mean

Score

11-14

14

242-61

737

847

52.6'-

215-26

12

236-54

546

50

36

45.50

'

327-29

33

-

43-52

141

46

52

47.00

430-34

53

39-45

206

39

45

41.20

535-43

93,7

39-58

414

42

39

46.00

644-54

11

341-60

521

41

41

47.36

755-80

26

337-52

1151

43

51

44.26

881-104

24

134-63

1136

51

47

47.33

9105-105

42

39-49

182

48

49

45.50

10

109-122

14

242-63

716

42

57

51.14

11

123-142

20

245-53

989

51

53

49.45

12

143-154

12

3,7

45-63

623

49

48

51.91

13

155-173

19

245-63

986

51

54

51.89

14

174-189

16

342-54

763

48

42

47.68

15

190-218

29

337-60

1384

51

37

47.72

16

219-229

11

2,7

44-56

531

44

45

48.27

17

230-263

34

237-62

1589

42

38

46.73

18

264-269

62

42-63

293

47

48

48.83

19

270-275

62

37-60

282

54

40

47.00

20

276-278

32

45-4

150

54

45

50.00

21

279-287

94

37-54

422

44

37

46.88

22

288-291

42

45 53

197

48

51

49.25

23

292-304

13

2 ..

39-54

607

48

54

46.69

24

305-329

25

2,7

34-51

1034

34

47

41.36

25

330-343

14

332-63

675

44

34

48.21

26

344-363

40

234-54

919

37

54

45.95

27

364-375

23

331-51

513

51

39

42.75

28

376-384

93

34-45

366

".4

45

40.66

29

385-402

18

231-51

755

45

45

41.94

APPENDIX XLVIII (continued)*

Problem Episodes

#Episodes

Sol.

Code

Range cf

Scores

Motor Plot

Total Score

Initial

Score

Final

Score

Mean

Score

30

403-406

42,7

4248

177

48

42

44.25

31

407-413

72

40-48

319

48

40

45.57

52

4J.4 -419

62

39-47

265

44

39

44.16

33

420-425

62

42-48

276

42

47

46.00

34

426-445

20

234-54

889

47

40

44.45

35

446-454

92

36-51

394

51

44

43.77

36

455-475

.

21

134-60

983

41

51

46.80

37

476-487

12

1,7

37-51

554

45

54

46.16

38

438-515

28

340-60

1330

54

54

49.28

39

516-531

16

2,7

36-54

776

45

44

48.50

*The legend for abbreviations and symbols is found in Appendix VI.

APPENDIX XLIX


Prob-lem


Highest Score12

1021 54

Goal: lift whole bodyGoal: lift +T

3 29 52 "There you go gettingcloser" = T

4 34 45 T + RELAX + TIM (take it slow)

5 36 58 T6 47 60 TIM + T

7 59 52 NC. 4,,SPD8 89,100 63 TIM=T4BALLTOSS+ANGIE+RELAX+R

9 108 49 G10 111 63 G11 141,2 53 WB = G+T+G

thumb+TIM+E+ARCH 4

1SPD+F+UP:)n. toes

12 145 63 NC "Bring them down."13 171 63 WB = "the movement, back

and over (168,172)

14 184 54 FLAT ARM = E,R15 211 60 "hum," "a little flatter (207)16 223 56 "I'm trying to find the angle

between the flat side andthe turned side" (219) R

17 254 62 ACC = -; G + S (250)

18 267 63 rim = RCH + S + ARCH19 212 60 NC. R + F

20 276 54 B + FEELS = WS

193

201

Result

+ Comb.values

+ A/E

- Comb.Vars.

- Comb.Vars.

+ Comb.Vars.,A/Esinglevars.largerscope

+

singlevars. AP,largerscopecomb.intolargere:lem.=WB

comb.into, A/Eelems. ++, A/E

testing R

-, nar-rowing,A/EA/E,Comb.+ Nar-rowingNar-

rowing,A/Eintoelems.

APPENDIX XLIX (continued)

Prob-lem

Episode Score Analysis of Verbal Data AroundHighest Score Result

21 283-5 54 ACC = G+S+P+go through the arc +,addingvars.,A/E

22 290 53 NC23 304 54 .1SPD. "You've got to save the

harOness until after younarrowsgoal +

learn it right."24 321 51 Nervous. Testing,

25 337 63 HD Narrowsgoal,lprop.,+

26 363 54 CONT+ACC+G+F+R+W Comb.vars.,addingvars.

27 364,374 51 RELAX, "Put them together"= WS A/E,comb.intoelem.+

28 381,4 45 R; GOAL: "getting everythingright in order"

Comb.vars.intoelems.narrowing

29 387,393 51 NC30 403 46, NC31 407,8,11 48 ACC = - "let's just get it

going""let's just put every-thing together"

Comb.intoelems,narrowing

32 417,18 47 Goal: lift higher + 1 goal,returntoearlygoal

33 422,3 48 ACC = -; HD + TIM - A/E34 431,35 54 ACC = - +, 1

earlygoal

35 446 51 G = tight +,1 goal

36 469 00 NC F(467,470)37 477,8,80 51 WS, ACC = -, NERVOUS testing38 508 60 NO "getting everything to-

gether" (507)1 elem.

39 521-525 54 "Just trying, to make it work" nari,algslai

194

202 1,(,.

I

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1

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I

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APPENDIX L


Days Increases DecreasesScoresRemainingthe Same

Total

BetweenWithin

3 (50.00%)16 (50.00%)

2 (33.33%)13 (40.62%)

1 (16.66%)3 ( 9.37%)

6

32

Total 19 50, 01.0 15 39.47.0 4 10.520 38

APPENDIX LI


PERFORMANCE SCORES

In-creasesWithRest


De-creasesWithRest


StaysSameWithRest


Total

(3.12%)1,

(43.75%)3

(9.37%)11

(34.37%)1

(3.12%)2

(6.25%) 32

15Total(46.87%)

15(43.75%) (9.337%) 32

195

200

APPENDIX LII

subject 4: ANALYSIS OF VERBAL PROBLEMSBY ACCURACY/SPEED SCORES

Prob-lem

#Epi-codes

RawScoreAccuracy

RawScoreSpeed


SpeedRatio(4 max)

Sol.Cod

1 14 1 2 .07 .14 22 12 1 2 .08 .16 2

3 3 0 0 .00 .00 34 5 0 0 .00 .00 35 9 10 6 1.11 .66 3.76 9 4 2 .44 .22 3

7 26 28 11 1.07 .42 38 24 14 9 .58 .37 19 4 1 1 .25 .25 2

10 14 17 8 1.21 .57 211 20 18 8 .90 .40 212 12 11 5 .91 .41 3,713 19 9 11 .47 .57 214 16 16 11 1.00 .68 315 29 35 23 1.20 .79 316 11 20 9 1.81 .81 2,717 34 31 20 .91 .58 218 6 1 2 .16 .33 219 6 2 2 .33 .33 220 3 1 2 .33 .66 221 9 12 8 1.33 .88 422 4 6 3 1.50 .75 223 13 17 7 1.30 .53 nc24 25 31 25 1.24 1.00 2,725 14 16 13 1.14 .92 326 20 24 20 1.20 1.00 227 12 14 12 1.16 . 1.00 328 9 15 6 1.66 .66 329 18 20 13 1.14 .72 230 4 5 2 1.25 .50 2,731 7 13 8 1.85 1.14 232 6 3 4 .50 .66 233 o-, 1 2 .16 234 20 12 12 .60 13. 0 235 9 3 2 .33 .22 236 21 35 22 1.66 1.04 237 12 9 5 .75 .41 1,738 28 62 32 2.21 1.14 339 16 23 12 1.43 .75 2,7

aSee Appendix VI for the key to the solution codes.

196204

e

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APPENDIX LIII


ACCURACY

Days Inc/eases Decreases Scores RemainingThe Same

Total

Between 0 (00.000) 1 (16.66 %) 5 ( 8.330 bWithin 1 46.87'0 4 12, 04' 1 '40.62.0 32Total 15 9.474411010W 18 47. 6e 38

SPEED

Days Increases Decreases Scores RemainingThe Same Total

Between 0 (00.00%) 0 (00.00%) 6 (100.00%) 6Within 1, 4 .7 Q. 7' 1 ,6.874 2Total 14 .e4A1INK 7.8 21 OREM _____

APPENDIX LIV


AND SPEED SCORES

ACCURACYIn-creasesWithRest


De-creasesWithRest


StaysSameWithRest


Total

0(00.00%)

15

(46.870_1

(3.12%)3

(9.37%)4

(12.50%;(28.129

%) 32Total 15

(46.87%)4

(12.50%)13

(40.62%) 32

In- In-creases creasesWith WithoutRest Rest0 14

(00.00%) (43.14 75%)

Total (43.75%)

De-creasesWithRest

1

(3.12%)

SPEEDDe-creasesWithoutRest

2(6.25%)

3(9.37%)

StaysSetae

WithRest

(12,50%)

StaysSame TotalWithoutRest

11(341,3721.

5

(40.87%)

197_

2Uu

32

32

APPENDIX LV


----Day EPS Raw Accuracy

ScoreRaw Speed

ScoreT-ScoreAccuracy

T-ScoreSpeed

1 85-94 6 5 58 582 156-165 7 5 60 - 593 213-222 5 6 55 604 274-283 3 2 49 465 342-351 2 2 48 466 421-440 3 3 49 517 465-474 11 7 67 63

APPENDIX LVI


Day Hof Serves Raw AccuracyScores

Raw SpeedScores

MeanAccuracy

.95

.61

.31

.24

.44

.43

.80

MeanSpeed.63

.39

.25

.19

.27

.31

.61

12

3456

7

94715461687942

904417 .

15303434

60281412192526

Total 469 267 184 3.68 2.65

,

- Average daily accuracy = .54Average daily speed = .38

198

206

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1

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1.0.072e...VANt

APPENDIX LVII


1. SPD = speed(SPD . too hard, A/V)

2. 00 = on ,center3. A00 = accuracy4. T = vortical position of ball toss

(T = T1 or T3, A/V)

5. ARM = move less A/V6. W = Wh = wrist turned horizontally, A/V, -)

(W = W2, A/V, hand straighter and stiffer, +)

7. RELAX8. Gtighter , A/V

9. THINK = concentrate(T=3, A/V. -)(T=1 or 2, A/V, +)

10. CON = control11. TIM = timing, A/V, too soon or too late12. AGGR = aggressive

(T=2, A/V, -)13. E .... E

3arm lower, lower racket

14. MOC = move on the court15. ANGLE = more angle on the court16. C= horizontal position of the racket face

(C = Cl, A/V, +)

17. G = shake hands with the racket(G = 1 or 3, A/V)

18. P = starting position(RELAX = trying too hard, A/V)

19. RCH = reach. -E = 3, A/V, -)E = 1, A/V+, arm = straight, ern = elbow straigh)TIM = too soon, A/V)C := CA, A/V )RCH -"1/V, +, accepts previously rejected value)

20. FEELS = feels comfortable21. RW = change rackets22. SPIN23. ARCH24. S

(S = step back, A/V)(G = G1 or 2?)

25. LEAN26. F = follow through27. BG UP = bring racket up28. R = position of racket face

(0 = C2, A/V, -)(C = tc left, over left shoulder, A/V, -)

199

Own. onn<0. 11.1.04.47.1'

APPENDIX IVII (continued)

29. MOM= momentum(S = Si, feet together, A/V)

(BNG DOWN, A/V)30. MB = move body

(MB = twist body, A/V, -)(MB = body straight, A/V, +)

-.,,..,.. COOR = coordination32. W = wrist

(W . W snapped, A/V, W=1)33. WIND34. BAL = balance

C = 03, A/V, -).

TIM = move factor, A/V, +)0 = C2, A/V, -)

35. 3,..i.inger

. finger on the racket

56. B = arm back

200

ii

I

APPENDIX LVIII

Subject 5:


Main Goal

eubgoal A

Subgoal B

Subgoal C

Read in

Variables

Call

Variables

Ai"v

CRT Order

of Call

1.

+SP-..) = -

SPD

OC

ACC

too

ard

hard

right

dir.

highe

1 or

decre

to L.

move

less

Exp.

T se

d,SPD,

ACC = -

<

T<

------'

4SPD

(

SPDk---

TACC

= +

ARM<

..:,.CC

?23-30

IdW=hord.-

zontal

Exp.

W =2

-turn

straight

stiff

or

`----

rest (

zRELAX

3,-

+31-45

ACC = + t-

THINK

(----1-

tight-

er

Tfor

T_3-

T=1 or 2?

G<

RELAX

THINK(

T -----)

)

^1 -------?

ARM

W2

CON <

.coN i---

4.

+46-55

WS +

---/

.1,

Exp.

too

late

satis-

-fied

j_SPD( goal)

SPD

TIM

)TIM

APPENDIX LV1II (continues)

Main Goal

Subgoal A

Subgoal B

Subgoal C

Read in

Variables

Call

Variables

A/V

CRT Order

of Call

37 +

56-73

WS = +

t--

"I like."

TACC(goal)

ACC

3PD

in-

crease

too

hard

T =2-

too

hard

Exp.

T,

tf

ISPD(goal)t:

4SPD

AGGR E

-----,

f------

T---- -;

6.+

74-80

WS =

lower

R. too

hard

move

on c.

Exp.

-

4SPDf

MOC4

ANGLE

7.

-81-88

TACC(goal)

---,

T=2-

T Only 1 var.

early

Exp.

C

CON <

MI

T--7? Tst

e89-94

=1

C-t

9.

+95-112

WF = + (----

4SPD(goal)

<G

Gior

G2'"?

too

hard

G=1+

T=3-,

T=2-

T Mix

G

WS = + (-----4SPD

SPD = + <

.:)

...

MOCK

CON

ANGLE

T 7

'1SPD

-----'

T.-f

:1DPENDIX LVIII (continued)

MaAn'Goal

.SUbgoal A.

Subgoal B-

Subgoal C

Read in

Variables

Call

Variables

uA/'

CRT Order

of Call

I.

-113-120

WS=Better? 4-'

T 4-----I

T or

i

T3

T =3-

better

befor-

try-in

too h

T rd

T

,

RELAX-4 -

b. --+

121-131

ACC(goal

too

hard

Rev

T=2

E=3-

2=1+

"can't

do"

1 ,SPD

E----:-

MOC

r-

RCH

T C------'Y

E 4.______-'

E ---=.-'*

WS = -

12.

+132-142

WS = +

E1

MOC ------4

"bet

ter'Rev

E1

13.

+143-149

W3 = + 4--

TIN-

TIM1

too

late

too

soon

tight

-er

C=4-

Comf.

"bettar"C.

Rev

FEELS

TTM------',

G i..__7"''

C----,

FEELS*

.

4. ? 4---

CR

- Comf.

too

hard

15O -152

RS = ?

>SPD = -(-----

FEEL

ACC = +

.---

-APPENDIX LVIII (continued)

Main Goal-

-Subgoal A

Subgoal B -

Subgoal C

Read 117

VariableVariable,

Call

7ariables

ASV

CRT order

A/'

of Call

15.

+153-155

-ACC = +4

RCH

Cbent

elbow,

tight+

er

elbow

st.

Rev.

by____-...

cornea

E3(___=_,

G (7.7.7==t

E--4

1(-----

C MOCf_._

1..

-

155-162

1SPD t

3trying

too

hard

For

----,

RELat-__

17.

Test

163-165

f'

<

RELAX

GA=_____'

T W2

G=2

T Rev

PIN=

ISPD=

PIN-

ACC

MD

SPIN *---

SPIN

TACC

)

--I

.0

T

166-168

IP

SPIN

GT------4

G=2

T=1

cr 3

tight-

er

G=2

T

Rev

-

MOC

Tt-__

--4

G ---1'

Gi======*

ACC = -

Z. -

169-172

ACC = -

This-

gust

Mac

ood

,C Rev

ARCH

RCH

(------

Sback---t

ACC = - (

.r.E.h.,LR 4

APPENDIX LVIII (continued)

Main Goal.

Subgoal A

1Subgoal B

Subgoal C

Real in

variables

Ca/1

Variables

A/'i.

CRT Order

of Call

20.

?

173-184--

E

G=2

G=1

more

comf.

T?

G1 or

in,

ordtse

T For

2?

ACC = -

. ,

3MCC

G2 =77=2

G ---)

(

FEELS .-p

G1=Cof.

I=as much

spin?

1 (----

SPIN

ACC = + f

t---------

Lean i--

Tt-------

------*

--,,

G RCH'----4

21.

+185-195

WS=

"pretty

..

E-----

F BNG UP--t

Gl

.

E3

T;======ft

E,

T1or3?

C=2-

tightdrT,R,C

Rev

Rt ------)

.1_

C T_====.±

')

Gwell"

ACC = + 4--

>C

Cleft

-22.

+ACC = +

119 =198

-2-

+-

199-211

CC=4-

C

good

only 1

recent

ROE

WS

PEEL

=satisfied

4.

+-

Gtight- -

er

,,,,,

Rev

wait

too

long__

ANGLE

212 -221

ACC -

4"SPD

TIM .i=

'SPD = -

TIM


Main Goal

Subgoal L

Subgoal B

Subgoal C

Read in

Variables

Call

Variables

Tr

ICT2

Al"

Order

of Call

.+

222a, -y-

_

T,

C E1

LEAN

ARCH

RCH

T,C

Rev

26.

1222b'- 231

looks at

pictures

-

_.

_E1

LEAN

T C ANGLE

-T C C Z=7.1":-

T,C or C,T

Nix

C=3?

(------

MOM

-',

S,

RCH

27.

?232-239

Gf-----,

CON ------

1 or 2?

-1 or 2?

Mix

not ratch

right

dir.

ACC = -

.

CON

SPIN

4----

BNG DOWN^4

-4

G*---

Whor

SPIN

BNG DOWN

SPINt---

----1'

SPIN _

IACC

'28.

+240 - ?_51

,

.

MB

move

-body

twist

for

______I

ANGLE t---

Mia.___=?

MB

L--

L.-

L..

6.1

War

L..


Main Goal

Subgoal A

Subgoal B

Subgoal C

Read 'n

Variables

Cali

Variables

ASV

CRT Order

of Call

.ACC = +

-ANGLE

MB

...-.---'4

Str.

qtr.

BNG DOWN

29.

-+

252-255 --

ACC = -

ACC

too

late

L Rev

,,

um(goal)*--------

SPD 4------

1TIM- E

TIM

.,.

BNG DOWN

MOC

COOR

COOR

44.--

TR 256-252

30.. -

263-271

-

WS = -

.LEAN

MB

twist

C=4-

'Ylix

MB(

--4

C---4

RCH

disgust

31.

- TR.

Test

272-283

4--

ACC = -

--4

too

late

dis-

Only 1 var.

gust

str.

r

:tr.

1 or 3

Mix

W=1

too

late

TIN

---------.)

ITIN4-- 5

32.

?-

2E4-293

..- _,_

ACC = -4___

TIM4

t------

1

MB

ANGLE

MB (_____:',

T ,____'

LEAN

W-"-----4

TIM-----''

-----4

._..


Main Goal

Subg.al A

Subgoal B

Subgoal C

Read in

Variables

Call

Variables

,,,,

ASV

CRT Order

of Call

33.

-?

2.94-7.33

WS = -

ACC = + f-

G1 or

3?

too

late

C =3-

too

late

C -4-

W=1

C=4-

too

late

R,C

For

- Only 1 Var.

TIM.-----4

t-___

RCH

W1 R------4

TIM <

WIND

4,

BAL i-'--- .?

HAI

._

ACC = 4.

4.-

-

SPD = +

C(---frim

-----1

TIM ------1

4----

WS = -?

---i

Ci*.

Wh----4

"Don't know

what I'm

doing

-

wrong, -

TIM f------

W1 t-

TIM

C-1

34.

?

334-339

TSPD

ACC = - -i

TIM

TIM

ACC = -

--t.k1T,L

SPD = - f-

TR.Test

:

340-351

TIM

NTIM

late

ner-

vous

-4.----

RELAX 7=2

7,.

?+

4_,

352-363

WS =

COOR

T,C

T=1

or 3

move

faster

COOR

-----

COOP

"getting

everything

together"

TIM

T W1

-

TIM ----


Main Goal

Subgoal A

Subgoal B

Subgoal C

Read in

Variables

Call

Variables 1

A/*7

CR: Order

of Call

ACC = + .4-----

CC=2-

T=1 or

3

Rev

T--------'

C2

ACC = + 4

37.

?

364-381

WS = ?

ACC = -

C2

W1

MB-------)

twist

str.

finger

on

rackets

Only 1 var.

recent

1 (ACC = -

MB

TACC(goal)t--

__,

SPD =

G,. _Linger f--

C2

C2

38.

3v.-4i3

rW, RCH

C2

too

soon

bet-

ter

ner-

vous

0, Mix

_

- Rev

TSPD(goal),

(--

TIM

TIM -----4

1______

T MOM

775TIT---

I

WS = ?

+B

MOM

n.

,+TR

414-419

FEEL

RELAX t

TR. Test

420-430

APPENDLZ IV= (continued)

4Read in

Variables

Call

Variables

i--

ASV

1CRT Order

of Call

Main Goal:

Subgoal A

Subgoal B

3 ubgoal C

TR.

.1-62.

..

462-464i-

TSPD

..__.

B- Only 1 Va .

recent

__ _

TR.Test

W.7011fV.7. 4F.; ?..t.reel't"...!.7,13.1r=0,

APPENDIX

Subject 5: SYNOPSIS

LIX

OF VERBAL-MOTOR BEHAVIOR GRAPH

-+ + +

CRTOrder of

CallCRT

Order ofCall

CRTOrder of

Call

7. T Only 1 Var 2. - 1. I10. T 8. C 3. T For13. T Rev 14. - 4. -16. - For 17. T Rev 5. T Only19. T,C Rev 18. T Rev b. -29. - Rev 20. T For 9. T Mix30. C31. -

33. R,C

MixOnly 3 var.For/Back

21. T,C,C,T

27. -

Mix

Mix

12. -13. C',15. C

RevRevRev

32. T

34.35.

111x

Only 1 Var,

21, T,R,

22. C23. 0

Rev

Only 3recent

37. C Only 1 Var 24. - Rev38, C,T Mix 25. T,C Rev40. - Only 1 28. - r

Var. R 36. T,C Rev39. Rev

TOTALST = 3 Mix =1 T = 4 Mix = 4 T = 4 Mix = 1C = 1 F,)r = 2 C = 2 For . 1 C = 4 For - 2TC 1RC + 1

Rev = 3 CT = 2or

Rev = 2 TC = 2TRC = 1

Rev = 8

TC

211

2 I 9

APPENDIX LX

Subject 5:

ANALYSIS OF VERBAL PROBLEMS BY MOTOR PLOT SCORES*

Problem

Episodes

#Episodes

Sol.

Code

Range of

Scores

Motor Plot

Total Score

Initial

Score

Final

Score

Mean

Score

11-22

22

316-2?

440

17

19

20.00

223-30

81

.21-27

187

25

21

23.37

331-45

15

317-33

370

19

23

24.66

446-55

10

312-23

196

21

20

19.60

556-73

18

314-29

377

17

29

20.94

674-80

13

20-33

188

29

20

26.85

781-88

82

15-26

163

18

26

20.37

839-94

61,7

23-27

152

23

27

25.33

995-112

18

317-37

.500

31

31

27.77

10

113-120

82

23-51

267

34

28

33.37

,

U121-131

11

424-34

304

28

29

27.63

'12

132-142

11

321-40

352

40

33

32.00

13

143-149

73

28-35

209

33

28

29.85

14

150-152

31

21-24

-68

21

24

22.66

15

153-155

33

24-33

.87

30

24

29.00

16

156-162

72,7

21-37

221

35

35

31.57

17

163-165

31,7

15-34

79

15

34

26.33

18

166-163

31

31-35

101

35

35

33.66

19

169-172

44

30-52

171

51

38

42.75

20

173-184

12

124-37

353

37

24

29.41

21

185-195

,11

327-48

407

36

48

37.00

22

196-193

33

29-41

103

29

33

34.33

23

199-211

13

3,6

26-45

455

33

42

35.00

24

212-221

11

532-48

377

35

33

34.27

25

222

13,7

40

--

--

40.00

26

223-231

91

18-37

264

34

23

29.33

27

232-239

81

24-36

236

36

30

29.50

28

240-251

12

329-58

467

48

36

38.91

29

252-255

44

37-51

165

40

37

41.25

APPENDIX LX (continued) *

Problem

Episodes

#Episodes.

'bol.

Code

Range of

Scores

Motor Plot

Total Score

Initial

Score

Final

Score

Mean

Score

TR

256-162

76

35-48

279

37

48

39.85

33

263-271

92

30-46

340

48

30

37.77

31

272-253

12

2,6

27-50

448

27

36

37.33

32

284-293

10

125-49

325

37

25

27.08

33

294-333

40

224-49

1468

'32

27

36.70

,

34

334-339

61

27-45

215

31

27

35.83

35

340-351

12

2,7

25-42

414

35

41

34.50

36

353-363

12

324-33

337

27

33

28.08

37

364-351

18

121-39

559

22

34

31.05

38

382-413

32

120-42

1008

36

34

.31.50

39

414-419

63,6

32-44

237

32

44

39.50

TR

420-430

11

735-56

478

40

47

43.45

TR

431-461

30

627-47

1059

33

29

35.30

40

462-464

33

37-49

126

40

49

42.00

TR

465-474

96,7

29-43

349

43

34

38.77

* The legend for abbreviations and symbols is found in Appendix VI.

APPENDIX LXI


77WIWWW117,-.11.WWWWW7OMMO.WerReW,WWW7,1,......-

Prob-lem


Hi hest ScoreResult

1 7 7 ,SPD -+, 1Prop.

2 24,25 27 +, 1 Prop3 32,43 33 ?"T2 =1ACC; T

3 `.

=IACC +, A/V,A/E

4 47,48 23 1SPD - +5 61,73 29 "I like this serve"6 77 33 T=2- -,

Prop.7 88 26 T

2+ CONT -, Comb.

8 92-94 27 C5 or Cl, TESTING C TE, A/V

9 97 37 NC. G + SPD, G=1 (95) A/V,Comb.

10 115 51 T= T3

A/V,?

11 129 34 4,RCH + E2 = _ A/V,A/E,

12 132 40 NC, El = goal (133)

13 145 35 G + - -C3 - Comb.Props -,

314 152 24 FEEL + SPD = - ACC/

15 154 33 RCH

SPDgoals, -Test 1Var.

16 157 372

Test 1Var.

17 165 34 RELAX + E1+ SPIN + C + T +

HD straight

-, Comb.props.

18 167,8 35 ACC +,ACOgoals

19 170 52 NC ACC TestACC

20 173 37 2 Test 1Var.

21 192,5 48 T +05+ G + E -, +

Comb.Props.

22 197 41 Test 1Var.

23 205 45 NC ROY + C Comb.Props.Elems.

214

I

I

I

_1

I

I

j

j

1

APPENDIX LXI (continued)

Analysis of VerbR1 Data AroundScore Hi hest Score48 ANGIE =1SPD

40 "I was satisfied..."37 NC, ANGLE

36 NC, ACC = T+C+G+CONT (231,3)

58 NC, ACC = ANGLE + SPIN + 10(239)

51 NC, '_ID straight (251)

48 NC, COOR (255)

Prob-lem24 215

Episode

25 22226 226,9

27

28

29

TR

30

3132

33

34

35

36

37

3839

TRTR40

TR

232

242

253

262

263,5

276285

298,317

335

349

scat-tered

371

396Seat-

423450464

465-70

48

5049

49

45

42

33

39

4244

564749

43

LEAN + BODY (st.)

NC.NC. BODY (st.) = ANGLE + T3 +

LEAN (for.)

NC. ACC = TIM

NC, TIM + NERVOUS

NC., NC, C + T, plateau

fiager

NC,TSPD (394)NC, NERVOUS, B =TSPD

NC,NC,B =+SPD

NO,

Result

-, A E,Comb.

Test 1Var.A/E,Comb.A/E,Comb.Test 1Var.TR,Comb.intolargerelem.+, A/V,Comb.2newprops.TestComb.values/Props.Test G,A/V

A/E,Comb.intoelems.Test,Comb.into

A/V,TestComb.Test 1Var.TestTest,Comb.A/E,1 Var.

A/E,TestTest

215

k.st._.

223

APPENDIX LXII

77100.


Days Increases Decreases Remainingthe Same

Total

Between 2 (33.33%) 4 66.66% 0 6

Within 16 (43.24%) (40.54%) KT:(3 37

Total 18 (41.86%) 19 (44.19%) 6 (13.95%) 43

APPENDIX LXIII


PERFORMANCE SCORES

In.:. .

oreaseWithRest


I De-oreaseWithRest

De-or,mneWit) it

Refit

StaysSameWithRest


_

Total

,.

(5.40%)

Total

14(37.83%)

-Ts-(43.24%)

(2.70%)4

(37.83%)1

(2.70%)5

(13.51%) 37

15 .

(40.54%)6

(16.21%)

.

37

216

224 1

I

I

I

I

I

I

I

I

I

I

I

I

I

1

APPENDIX LXIV


Prob-lem

#Epi-sodes

RawScoreAccuracy

RawScoreSpeed


SpeedRatio(4 max)

Sol.Codea

1 22 16 10 .72 .45 32 8 10 7 1.25 .87 13 15 25 11 1.66 .73 34 10 8 7 .80 .70 35 18 15 12 .83 .66 36 7 5 4 .71 .57 37 8 7 5 .87 .62' 2

8 6 4 4 .66 .66 1,79 18 14 3 .77 .44 3

10 8 2 2 .25 .25 2

11 11 1 1 .09 .09 2

12 11 11 7 1.00 .63 313 7 2 1 .28 .14 314 3 5 2 1.66 .66 115 3 2 2 .66 .66 316 7 4 2 .57 .28 217 3 3 3 1.00 1.00 1,718 3 0 0 .00 .00 119 4 0 0 .00 .00 420 12 0 0 .00 .00 121 11 1 1 .09 .09 322 3 1 1 .33 .33 323 13 10 6 .76 .46 3,624 11 5 6 .45 .54 525 1 2 2 2.00 2.00 3,726 9 5 3 .55 .33 127 8 0 0 .00 .00 128 12 0 0 .00 .00 329 4 .1 2 .50 .50 4TR 7 0 0 .00 .00 630 9 5 5 .55 .55 231 12 3 2 .25 .16 2,632 10 4 4 .40 .40 133 40 23 12 .57 .30 234 6 1 1 .16 .16 135 12 2 2 .16 .16 2,736 12 2 2 .16 .16 337 18 11 9 .61 .50 138 32 15 . 8 .45 .25 139 6 1 1 .16 .16 3,6TR 11 5 5 .45 .45 7TR 30 19 15 .63 .50 640 3 4 4 1.33 1.33 1TR 9 11 7 1.22 .77 6,7

aSee Appendix VI for the key to the figures.

217

2.)5

APPENDIX LXV


Days Increases Decreases

_

Scores Remainingthe Same

Total

Between 0 00.000 1 (16.66 %) 5 (83.33%) 6

Within 1 .1 8 21.62 16 , .2,% 7

Total 1 1cS! WEIDAI20.9 d 21 8.8 j 4

SPEED


the SameTotal

BetweenWithin

09 (24.390

1 (16.66%)7 (18.91%)

5 (83.33%21 (56.75%)

6

37Total 9 (20.93% 8 (18.60%) 26 (60.46%) 43

APPENDIX LXVI


AND SPEED SCORES

ACCURACYIn- 'In- De- e-77rTaystacrease 'crease crease cmase Same Same TotalWith Without With Without With WithoutRest-7-----

Rest Rest 'Rest Rest Rest11 ----17 7 1 15

(5.40%) (293 .72%) (2.(0%) (188 (2.70%) (406 .W) 371.91P

Total(35.120) (21.620) (43.24%) 37

SPEED1117.-

creaseWith

tRest

In-,creaseWithoutRest

De-..

creaseWithRest

De--

creaseWithoutRest

671SameWithRest

SameWithoutRest

Total

) (18.91%) (2.70%) (16.210) (2.70%) (54.05%)37

To tal(24.341

7(18.51%) (5216.75%) 37

218

j

J

j

APPENDIX LXVII

5: REWITT SERVE TEST SOORE ANALYSIS

Raw Accuracy Raw Speed T-Score T -ScoreDay EPS

Sccre Score Accuracy Speed

1 60-69 4 4 53 532 174-183 12 10 69 693 268-277 13 10 70 694 367-376 3 5 49 585 488-497 19 12 80+ 756 557-566 5 5 55 58

APPENDIX LXVIII


Raw AccuracyScores

Haw SpeedScores

MeanAccuracy

anSpeed

Day #of Serves

1 67 45 29 .67 -.432 104 90 68 .86 .653 94 96 85 1.02 .904 99 84 63 .84 .635 121 123 105 1.01 .866 67 50 36 .75 .54

Total 552 488 386 5.15 4.01

Average daily accuracy = .86Average daily speed = .67

219

227

APPENDIX LXIX


1. FEEL2. G = grip steady, A/V3. R = racket straight, A/V4. W = W

3'A/V

5. HD = hit down, come down lower6. T = vertical position of ball toss

(T = T. or T1, higher, A/V, 4.)

7. ACC = accuracy8. SPD = speed9. F = follow through

10. OC = on center, solid hit11. S = stance

(S = S9

- foot action, A/V)

(ACC = lower over the net, A/V, +)(T = lower, T=2)

12. B = backSwing, more throwing action, winding action(R = R3, A/V, +}(R = R1, square, A/V, +)

13. MOC = move on the court, change court position14. S

14= bent knees

15. EYES = eyes on the ball16. BAL = balance17. C = horizontal position of ball toss

(C A/V, -)

(T = T1 r T3'

AV)

(0 - C3'

A/V, -)

18. RCH = reach19. FS = forward swing

(C = Cl, A/V, further from the body, +)

(R = hit up R2, A/V)

20. TIM = timing,((TIM = wait, A/V, +)BLISTER)

21. ARCH = bend22. P = forward positioning, facing the net

(P = 3 facing the net more, A /V, +)23. B = bent elbow

(E = E2

- E4'

A/V) f--

(E = El elbow straight, A/V)

24. BNG UP = bring the racket up25. HIT UP, A/V, +

(P = Pl, A/V, +)

220

228 !;

WOP

APPENDIX LXIX (continutl-A)

(R = to left, A/V, -)(S = step back, A/V, -)

26. SLICE27. WIND -

(SLICE = -)28. LEVER

(Lever = shorter forearm, A/V)(Lever = longer forearm, A/V)(G=G2?)

29. TOP(S = left leg stationary)(TIRED/SORE)

30. LEAN(Lean = to L, A/V)

221

22D -A1

X-K127,FreiNer

APPENDIX LXX

Subject 6:

VERBAL -MOTOR BEHAVIOR GRAPH

Main Goal

Subgoal A

Subgoal B

FEET.,

Subgoal C

---

-Read in

Variables

FEEI,

Call

Variables

A/V

get

steady

R=1

W=3

T1

or 3

de-

crease

too

high

T3-

de-

crease

CRT Order

of Call

R,T

Rev

.

1.

-

1-9

ry

+ W3

(-- 4

')

G R1,

W3

HDT

"

ACC

SPD

-----

ACC = +

SPD

<T

=

4SPD;goa1)

>

TACC

)SPD

ACC

SPD

HD

t

>{SPD

T*----

1 -+

10-13

-17RD

------->

tTE--------

--)

3SPD=1F f"--

F>

<

3.

?

14-17

solid

hit +

foot

action

SPD = + 4

ACC -

OC S9

)

4.

-+

18-33

ACC =

ACC i===='.

OCF

more to

R higher=3

lower=2

Rev

ACC = + *-

ACC(goal)

TESTING Tf--

>

T T s____'

APPENDIX LX1X (continued)

Main Goal

Subgoal A

Subgoal B

Sub oral. C

Read in

Variables

I

Call

Variables

A/V

CRT Order

of Call

5.

-+

34-50

4_____,

TACC '

TESTING T4,-0

lower

T =lor 3?

throwing

action

R=3

lower=2

R=1 square

lower=2

move

T,R

.

Rev

T .

i_________

F----4

T---=or

,/.I

J(-------- )

.

--4

>

R4----+

ACC

T 7=====±

TACC

II-.----

TMOC

4______

6.

+51-58

..

ACC

<R=Square

+ Aim

MOC

R------>

---

square =l

bend

knees

square

Rev

iS14

---

t-

,

R-----'?

-4________

W3

7.

-+

Test

59 -69

T 1 T ACC 7.=.7.7:'

T,C

Lower

over net

C=4-

For

lower.

ACC

ACC -

>

EYE t----

----4

-

TACO(gcal ) 4------

.----- ----,

BAL

.

BAL (-----

--)

BAL

T1'

---

-------4,

2:

+-

70-78

1SPD <-----

FEEL 4--

FEEL=ACC+

SPD+Court

position

'

B Tf*.

MOC

B FEEL

TT=2 lower

APPENDIX LXX (continued)

r

Main Goal

Subgoal A

Subgoal B

1'

Subgoal C

Read in

Variables

Call

Variables

A/V

1CRT Order

of Call

TACC )

TT=21ower

better

wrist

action

For

FEEL F.Z.-t

FEEL

T + B 4----

4.

WF

T B7.7-74-

79-88

TESTING T

1----------T i

T=1,2,5

C=3

good

T=3-

more

windup

T,C

Rev

ROE --C4._____.

BAL

1-

ACC q----

--1

BAL (

FEEL

T----

B---)

10.

+89-93

B ( goal)

better

increase

B=1 more

T For

FEELS

RUH4-

-4

RCH)

T-B#=--------3

11.

+94-104

r------

B(goal)

higher

better

R=1 s uare

T,R

Rev

FS -------',

T k

Ff

ttSL

4

R-----)

12.

-+

105-111

TACC

R goal

ROT

4R,T,C

T=21 °vex

lower

over net

better

bends

Rev

knees

T 4-_

ACC----)

i

FEEL ---/

4.5PD ----

4S7D=ACCD

ACCt-----

S14 4----

14


Main Goal

Subgoal A

Subgoal B

Subgoal C

Read in

Variables

Call

Variables

A/V

CRT Order

of Call

Tt_______

T=2 lower

O=1 or 5?

Cr----

13.

+112-123

R =7=72

hit up

square

T=3-

T=1 highe

firm

R,T

.

Rev

2-

R1 ;7=77

.1,SPD 4

ACC = +

Tt-----

T------)

OC

W '------4

14.

?

124-133

ACC

>A

CC

t=--

---

T-----"r

lower ove-

_

net

T=2

wait

Only 1 Var.

earl

higher

TT=2 lower

better

Rev

better

TIM

>TIM

HD

15.

+134-143

PEELS (

T7rT=3

T ;====f

RCH"

-->

(FEELS i

BB = RCH

(CH

,

16.

-+

144-173

TACC (-----TIM 4--

ACC=WAITt--

(A /E]

RCH(goal)

TT=3-

wait

T=3 highe

wait

lower

T= -

wait too

long

TT----

TIM,

T-----

TACO i

)

__---+

TIM

-----+

RCH

T----4

T TIM ----*

---4

TIM

.APPENDrK LXX (continued)

Main Goal

Subgoal A

Subgoal B

Subgoal C

Variables

illies

Call

A/V

CRT Order

of Call

T (=-_-4.....

RCH

T B T TIM

RCH

T B

T =3-

_Lower

over net

For/ back-

track

ACC

--

TACC

<

TIM

TB

c

>

4)

(blister)<-

(

RCH = T + B

= ACC (A /E)

)

*---------

ACC ---4

TSPD

17.

Test

174-183

I

FEELS

B+T higher

B 'T -----4

higher

C=1

higher

better

T,R,C

Rev

--->

R ED

C(______---).

T ------",

------4.

18.

+184-187

l'ACC--

TIM'

R BCH

T C(goal) ;:t

TH

TRCIMi-----4

Cl or 4?

wait

T,C

Rev

<

RCH+B+T

(TEST C

19.

-+

188-02

.A-7777-

TIM

TEST

T(goal)

R

T,R

wait

R=1 :square

higher

Mix

wait

T

TIM <

T 4 ==!

--->

TIM

RCH

HD B


Main Goal

1Subgoal A

Subgoal B

Subgoal C

Read in

Variables

Call

Variables

A/V

CRT Order

of Call

Ti-

higher

_____

EYE

TACC

TSPD

20.

?

203-e17

TSTT

÷-----

Ti______

OC SPD

higher

wait

T=2-

For

-->

>TIM ----

TIM

TSPD/ACC

T1

1

RCH

f(goal)

21.

-+

217-225

ACC

MOC

B B T HAI, T---4

BAL=-

wait

T For

= -

f-

TSPD

BAL r-----

ACC/SPD= f-

7

TIM ----)?

BAL-:-TIM+

TIM ----4

court DOS.

22.

-+

226-238

BAL

BAL

RCH

higher

C=4-

wait

T,C

For

TACC <

T4

C--------

TIM

TIM 47-1'

TT +-

1

239-263

C.7=2

C=4-

C=1+

Tl or T3

wait

R=1 squa

bena

lower

C,T,R

Rev/Backtra

_

C47.7=2

SIT

TIN"

T4;===2

TIM

)ARM-if--

Rca_t,

4HD

----''

e----

RCH

Ti1/4.---4

ED

ck


Main Goal

Subgoal A

Subgoel B

Subgoal C

Read in

Variables

Call

Variables

A/V

CRT Order

of Call

ACC = +

4r

4

4--------

PHD

>forward

P=3 facir.g

net more

C=5-

T =2-

wait

aim lower

over net

( ----)

C------4

T4....-.=_)

TIDIF.=--'

RCH

T HD----

TIM

ACC

TR

26_17262____

14.

-+

270-277

'

c t______

Ci----)

C1+

C,R,T

C,-

'I

wait

.

R=1 sq.

T=1

Mix

elbow

bent

E -

2--F1

4

higher

center

court

TIM

-,,

--4

TIM A______

----4

R HD TIM

T(7=7:2

ACC (

TIM

1---------

ED

E

--____4

T4_

MOCf___J

25.

+27B-395

tSPD

R.

elbow st. T,C,R

T-or

T33

T2

.13 G U.Ff----

---,

1T 7-----4

TT-1=1-f


Subgoal C

Read in

Variables

Call

Variables

A/V

CRT Order

of Call

Main Goal

Subgoal A

-1-

Subgoal B

TSPDi---

ED

higher

C=4-

C=5

, ,

wait

1

New Value

P=1

too

high 3-

R=1 sq.

higher

C =4-

wait

to left

R=1 sq.

+ +

Rev/backtra

TT.-------4'

Ci====.74

C'

MOC

C-4 'C=1

Cc====tC=4

T-------4;T=2

TIM i_.

4'

BD(goal)

E,

L'I) ;

11

P-,i'''.

TI

TIM

-----

HIT UP---

TACC

EDRCH

4--

R 4

HD

TACC t

'

T---4.

RCH

C4=2

TIM

TIM-----

R4-----3'

R--

----

.P--- -,

ED 4--._

RCH

ED T

,

2.

326-343

T-----,

FEEL;L-1=2

41 T T

higher

good

higher

T,C

1SPD

FEEL (--

APPENDIX IXX (continued)

Main Goal

Subgoal A

Subgoal B

Subgoal C

Variables

Variables

of Call

TEST C <

- C=1 or 5?

S =step

Rev

.ACH (---

C --------

-1

t_

Sstep

b

HD

EYES

TSPD 4

ytACC (

27.

?

344-365

HD RCH

Bhigher

Be' t(ir

R=1 sq.

higher

to L.

T,R

Mix

ACC(goal)

T4

-4 _

____---1

k .h.h,L <

FEEL---

RCH

TIM

2AL

TIM

>RAT' E.

R BD

HD

SLICE (

WIND

(

ACC - -

.T

ACC

=-

i..

28.

y366 -369

SLICE

stop -

- + better

- Rev

HIT UP -ft

BD*..-7.----1

J'

k .6.61, <

FEEL

29.

?

370-376a

WIND

BNG UP

T=2

T=3

shorter,

longer

G=2?

T Mix

T 4

T(-_______'

LEVER(____)

LEVER 4=2

Gi

)

SLICE

WIND

Mum

NU

N11

1111

111

MIN

EM

IW

M/

MIN

=1.

.MT.M

Mel

KmM

t!eM

Mimi

Mom

rm.

mwm

rm.

wpm


Main Goal

Subgoal A

Subgoal B

Subgoal C

Read In

Variables

Call

Variables

A/V

CRT Order

f Call

30.

+376b-413

(

G(goal);17.21G=2-

to R

to R

increase

R-9

R=1 sq.

higher

wait

T =2-

C-3-

wait

C=5?

better

T=2?

station-

ary

R,T,C

.,

/

1, or/backtr

G -4-1====!'lG=1?

MOCe====4

-17=4

TACC

4----

.

ACC

BNG DOWN

RCH

4--

4R

1R

i=====?

ENG DOWN

SLICE

G S14

)

ACC

TOP4------

TTIM t

TIM

'

4

)T SLICE

C7.--)

C `

TIM !7---4

C-4=Y.

FEELS

T 4

'

-S9

14

TIM

/FEELS4

BA

L (

.---

->

-S9

t------

31.

-+

414-444

DSPD

T.,:

?higher

lower

lower

to R.

T,R

<T ENG UP

T4

ACC <

)'NCH

==,

1=1

ack


1 57007

Variables

T 4-:v

EYE

Main Goal

Subgoal A

Subgoal B

Subgoal C

Read in

--

Variables

---"-7-7.--_____--T

AP/

R=f

sq.

i higher

higher

T=1,2,3

T=1+

CRT Order

of Call

Rev

371-7-

445-477

-

Ti2====

BNG DOWN

EYE

T4

TEST TC

T 1

+T HD

EYES

SLICE

ENG UP

HDRCH

B R4__=2

TIM

'

'

R=1 sq.

: wait

C =5-

- -

C-5

T=5

higher

lower

lower

E=2-4

bent

elbow

C=5

T,R,C

For

ACC -

ACC = -

ISM

cTEST BD

N

TIME

EDRCH

C 7-7=====!,

RCH

4C _ t-_____

T 1.7=7,

RCH

B T T 7

"I'

4

1SPD

4-

7ACC = -

eE

1-----:-9

-,

t-

C;===t


Main Goal

Subgoal A

Subgoal B

Subgoal C

Read in

,

Variables

Call

Variables

A/V

CRT Order

of Call

TIRED/*--

SORE

LICE

HD

33.

?

478-499

ACC i------

----)

BNG UP

RCH

to 1

- Rev

LEAN

I

-------

RCH

SORE/

TIRED

------)

FORM?

34.

-+

500-519

ACC = - r-

B=1

throwing

action

G =1

C=5-

to R.

C,R

Rev

B___,

G 4

____.

RAI,

C----4

(------

R HD

>

BAL4

)

TACC i

)

ACC

35.

-

520-556

TACC

'

RCH

lover

C=5

B=1

T=2-

T=1+

T=3-

- T=2-

T=3-

T,C

Mix

T4__"'

RCH

RCH

C 4===.7.=

B4*

T---7-4

TEST T c

-------1

T T-----4

TZ:=1117f,

B/

T'

T----/

T-----4


Main Goal

Subgoal A

Subgoal B

Subgoal C

Read in

Variables

Call

Variables

ASV

CRT Order

of Call

ACC = -

1ACC(goal)4.

RCH

TC =5-

to R

T=1

.

C 4----=1

EYE

WIND Z.7.72

Tt7==2.

WIND

FORM

--

Test-

ACC = -

ACC

T or ED f

ower

wait

R=1 sq.

better

throwing

action

T.R

Mix

T HD

----AP

TIM

-TIM

F-K

ai 4

."--

-.

EYE

SLICE

R7.71-.==f'

'11 ARCH

B 1.=====.!

WIND

FORM---,

ACC

cr

=-*FORM

P.

..- -*+-app,....47,01.1..91,1*Irs..

APPENDIX TAXI


- - + ? + +

CRTOrder ofCall

CRT Ord(..... of

CallCRT

Order oCall

1. R,T2. T4. T5. T,R7. T,C

12. R,T,C13. R,T16. T

19. T,R

21. T22. T,C

24. C,R,T31. T,R32. T,R,C34. C,R35. T,C

Rev-

RevRevForRevRevFor/Back

Mix

ForFor

MixRevFor/BackRevMix

3.14. T17. T.R,C20. T26. T,C27. T,R29. T33. -

36. T,R

-

1 early var.8.RevForRevMixMixRev

Mix

6. RT

9. T,C10. T11. T,R15. T18. T,023. 0,T,R

25. T,C,R

28. -30. R,T,0

RevForRevFo7:.

RevRevRevRev/BackRev/BackRevFor/Back

TOTALST ,'..= 4

RT =2TR . 3TC = 3CR = 1RTC = 1CRT = 1TRC = 1

Mix = 3For = 5Rev = 7

T =3TR =2TC = 1TRO . 1


R =IT =3TC = 2TR = 1CTR = 1TCR = 1RTC = 1


235

243 :

APPENDIX LIXII

Subject 6:

ANALYSIS OF VERBAL PROBLEMS BY MOTOR

PLOT SCORES*

Problem

Episodes

# Episodes

Sol.

Code

Range of

Scores

Motor Plot

Total Score

Initi711

Score

Final

Score 1

Mean

Score

11-9

92

32-41

334

33

37

37.11

210-13

44

36-39

151

38

38

37.75

314-17

41

41-42

166

42

41

41.50

418-33

16

430-44

628

41

42

39.25

534-50

17

456-48

694

36

42

40.82

651-58

83

42-48

351

42

48

43.87

759-69

11

4.7

36-48

451

48

36

41.00

870-78

93

36-42

372

42

42

41.33

979-88

10

336-45

423

36

39

42.30

10

89-93

53

45-45

225

45

45

45.00

11

94-104

11

339-45

483

45

45

43.90

12

105-111

74

34-57

322

51

34

46.00

13

112-123

12

439-45

521

45

39

43.41

14

124-133

10

145-51

456

45

45

45.60

15

134-143

10

340-45

439

45

45

43.90

16

144-173

30

430-45

1179

42

45

39.30

17

174-183

10

1,7

39-45

438

45

45

43.60

18

184-187

43

41-51

188

41

45

47.00

19

188-202

15

438-47

651

39

45

43.40

20

203-217a

15

142-45

672

45

45

44.80

21

217b-225

84

38-45

342

45

45

42.75

27

226-7'=-

-,-

,-..-.

_5 _

41-5t

-

--

_585

1123

4242

45

45 '

45.00

44.92

255

45

36

42.50

379

41

51

47.37

2045

45

39

42.60

,

13-,-.7.-

784

37

46

43.55

-7

44-fo:

22

33-51

918

37

39

41.72

8366 -369

14 -,

339-48

1

169

39

48

42.25

APPENDIX LXXII (continued)*

Problem

Episodes

#Episodes

Pol.

Code

Range o,

Scores

Motor Plot

Total Score

Initial

Score

Final

Score

Mean

Score

29

370-3/7

71

37-45

283

45

45

40.42

30

377-413

37

332-51

1473

42

33

39.81

31

414-444

31

425-48

1149

42

42

37.06

32

445-477

33

228-58

1322

42

36

40.06

33

478-498

21

232-42

761

39

34

36.23

34

499-519

20

431-57

833

36

40

41.65

35

520-556

37

231-52

1590

40

42

42:97

56

557-566

10

1,4,7

43-52

466

46

46

46.60

The legend for abbreviations and symbols is

found in Appendix VI.

APPENDIX LXX1II

Subject 6: ANALYSIS OF HIGHEST SCORESDURING EACH PROBLEM *

Prob-lem1

Episode

7,8

2 11

3 14,15

4 28

5 37

6 52

Analysis of Verbal Data AroundScore Highest Score41 NC, R

39 F42 OC + S

44 NC, T (27)

48 F + T_

48 OC

7 59,64,66 48

8 scat- 42tered

9 82,86,87 45

10 scat- 45tered

11' scat- 45tered

12 106 5713 scat- 45,

tered

14 129 51

15 scat- 45tered

16 169-173 45

17 scat- 45tered

18 185,6 51.,

19 198 47

20 scat- 45tered

T3+EYE+C

3+BAL+Lower over net

B+T3+P+iSPD+W; T+B

T = T1-T3

RCH+T+B+winding action

FOR swing + T3 + Ft +R1

+ lSPD = t ACCR1+TIM (slower), + T2AACC

414firmTIM = T

2

-T3+ -T

2+ RCH + B

T3+RCH+B+ ISPD+ tACC

13+T3+R+HL4C

1

-T + RCH + TIM

NC, T (196)

T3+0C+ 4ISPD+TIM (wait)

+C+RCH+ACC+P

21 scat- 45 MOC+B+-WIND+ ISPD+T+BALtered TIM (wait)

*Abbreviations and symbols are found in Appendix VI.238

24E.)

Result

A V, +,Test 1Var.+, 1 Var.+, Comb.Vars.+, Test 1Var. A/VA/V, Comb,Vars.Test iVar.Comb. Vars.& PropsA/V, +A/V, A/E,comb.Test T,A/VComb., +

A/V, Comb,

A/C, Comb.Comb.Prors.

A/E, Comb.elems.A/V, Comb.

Comb. intoelems.A/V, Comb.

Comb.into elem.Test1 Var.enlarging# Props.Comb.dews.enlarging# Props.Combineelems.

I

Problem22

23

TR24

25 291

26 34127 35028 36929 376

Episode

iroporr,mmwm.w,ww-0.01nr.,,,,,017,:e7.1,4751.?!.C71,1sr,.

APPENDIX LXXIII (continued)*

ScoreAnalysis of Verbal TAte, Around

Hi hest ScoreNC, RCH + BAL (229)232 54

256,7,9 51262261 51276 57

30

31

32

33

34

35

36

399

443

449

489

510

534,6,9,41,44

561,2

54

58514845

51

48

58

42

57

52

52

NC, HD, lower over the net

NCNC, lower over the net

Ctoo far in front

EYEFEEL, +FEEL, +LEVER (shorter), +G+SLICE toL, + WIND

NC, G (396)

NC, T + EYE (444)

NC, T + EYE (447,451)

LEAN

NC, G (503, C + BAL (512)

tSPD + T2, SPD = T,

NC, T2 (557) + TIM (wait)

T = TIM

Result

Comb.,narrow+, 1 goal

Test+, 1 goal,narrow-, Test1 var.1 Var, ++, 1 elem+, 1 elemA/V,Comb.intoelems.Test1 Var.Comb.Vars.Comb.Vars.TestTest 1Var., +Test 1Var.,Comb.A/V,Comb.,A/EA/E

*Abbreviations and symbol, are found in Appendix VI.

239

24;

APPENDIX LXXIV


Days Increases recreasesScoresRemainingthe Same

"otal

BetweenWithin

2 40.010 (32.25%D

3 0.09 (29.039

12 (33.33%)

0 00.012 (38.70%)

12 (33.339)

5

31

36Total 12 (33.33%)

APPENDIX LXXV


PERFORMANCE SCORES

In.,.

creaseWithRest

IncreaseWithoutRest

DecreaseWithRest

DecreaseWithoutRest

StaysSameWithRest


Total

0 10(00.00%)(32.25%)

0(00.00%)

9(29.03%)

1

(3.22%)11

(35.48%) 31

Total 10(32.25%)

9(29.03%)

12(38.709) 31

240

91 g

I

11

I

.1

I

J

J

APPENDIX LXXVI


Prob-lam

#Epi-sodas

RawScoreAccuracy

RawScoreSpeed


SpeedRatio(4 max)

Sol.Code`

1 9 7 3 .77 .33 22 1- 1 1 .25 .25 43 4 2 1 .50 .25 1

4 16 21 12 1.31 .75 45 17 6 4 .35 .23 46 7 4 4 .57 .57 37 10 4 4 .40 .40 4,78 9 9 7 1.00 .77 39 10 6 5 .60 .50 3

10 5 4 4 .80 .80 311 11 4 3 .36 .27 312 7 9 3 1.28 .42 413 12 4 4 ,,- .33 33 414 10 8 7 .00 .70 115 10 7 7 .70 .70 316 30 25 19 .83 .63 417 10 14 10 1.40 1.00 1,718 4 1 1 .2) .25 319 15 9 11 .60 .73 420 15 25 1,, 1.66 1.00 121 8 5 4 .62 .50 422 13 10 9 .76 .69 523 25 24 26 .96 1.04 5TR 6 11 8 1.83 1.33 624 8 11 8 1.37 1.00 4,725 48 32 29 .66 .60 326 18 25 17 1.38 .94 127 22 24 12 1.09 .54 1 /2829

4

7

2

141

.50

.141.00.14

31

30 37 33 35 .89 .94 331 31 40 25 1.29 .80 432 33 25 24 .75 .72 233 20 25 21 1.25 1.05 234 20 12 7 .60 .35 435 37 33 24 .89 .64 236 10 5 5 .50 .50 1,4,7aSee Appendix VI for the key to the solution codes.

241

249

APPENDIX LXXVII

(1,,e3W 0,11,77,

Subject 6: INCREASES AND DECREASES IN ACCURACYAND SPEED SCORES WITHIN AYD BETWEEN DAYS

ACCURACY

i;ays Increases DecreasesScores Remaining

the SameTotal

Between 1 (20.00%) 1 (20.00%)77).00%) 5Within 11 x.48.0 9 '29.0 '. 11 .48.0 31Total 12 6)1,33AI 10 27.77 14 8.88j 36

SPEED

Days Increases Decreases Scores Remainingthe Same

Total

Between 1 20.01 0 1 20.0 3 0.0 0 5Within 8 2 .811 2.0 0 1 .16 1Total 2 .0 ANI 10 MINER 17 et._

APPENDIX LXXVIII


AND SPEED SCORES

ACCURACYIn-creaseWithRest


De-creaseWithRest

De- -StayscreaseWithoutRest

SameWithRest


Total

1.22

102.2

000.0 '

923.03%)

0 11100.00%), (35.48%) 31

Total(35.47%) (23.03A

11

(35.48%) 31

SPEEDIn- In-. De- De- Stays -gtayscrease crease crease crease Same Same TotalWith Without With Withuu+ With WithoutRest-a- Rest Rest Rest jilest Rest

7 0 9 0 14(3.22%) (228 .58%) (00.00%) (299 .03%) (44 5.16%) 31

Total

_(00.00%)1

(25.80%) 529.0) (45.16%) 31

242

APPENDIX LXXIX

COMPARISON OF SUBJECTS: INITIAL WALLBOARD TEST

Subject Raw Wallboard Score T-Scre Percentile

12

3 ,

4

56

221525281226

473850544

52

4G-'-1251707

59

APPENDIX LXXX

COMPARISON OF SUBJECTS: HEWITT SERVE ACCURACY TESTS

Sub-ject

Da1 2 3 4 5 6 7

1 4 0 9 8 4 2 122 10 8 18 19 6 11 123 7 6 13 6 6 8 2

4 10 9 14 18 7 6 105 6 7 5 3 2 3 116 4 12 13 3 19 5

I

Total AverageScore

39 5.5784 12.0048 6.8674 10.5737 5.2956 9.33

APPENDIX 1,XXXI

COMPARISON OF SUBJECTS: HEWITT SERVE SPEED TESTS

Sul-,- Day Total Averageject 1 2 '4 4 5 6 7 Score1 2 0 9 12 3 3 1i 40 5.712 6 7 10 8 5 6 5 47 6.713 4 6 6 7 3 6 3 35 5.004 6 3 7 12 4 3 6 41 5.865 5 5 2 2 3 7 30 4.296 4 10 10 5 12 5 46 7.67

243

231

APPENDIX LXXXII

COMPARISON OF SUBJECTS: MEAN DAILY ACCURACY SCORES

Sub-ject

Da y

TotalMeanAcc.

Aver.MeanAcc.

1 2 31_ 5 6 7 Score ' Score-77--1 .55 .38 .53 .66 .43 .82 .88 4.25

2 .87 .82 1 10 .72 77 .78 .73 5.79 .83

3 .79 ,52 1.01 .83 .57 .66 .53 4.91 ,70

4 .30 .85 1.06 1.01 1.15 .93 1.93 7.23 1.035 .95 .61 .31 .24 .44 .43 .80 3.78 .546 .67 .86 1.02 .84 3.01 .75 - 5.15 .86

APPENDIX LXXXIII

COMPARISON OF SUBJECTS: MEAN DAILY SPEED SCORES

Sub-ject

Day

TotalMeanAce.

Aver.MeanAcc.

1 2 3 4 5 6 7 Score Score1 .64 .29 .56 .72 .45 .80 .88 4.34 .622 .6J .56 .69 .51 .54 .55 .43 3.91 .56

3 .58 .48 .55 .64 .30 .50 .46 3.51 .514 .23 .39 .72 .69 .85 .67 3.00 4.55 .655 .63 .39 .25 .19 .27 .31 .61 2.65 .386 .43 .65 .90 .63 .86 .54 - 4.01 .67

APPENDIX LXXXIV

COMPARISON OF SUBJECTS: RANGE OF MOTOR SCORES

Subject Range of Rotor Scores24-598-52

13-4431-6312-5825-58

2,21,71,65,

1,45,

(2,

(4,

Days

3, 4,

5)

5)

12

3

4

56

244

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1.,paggrt,,*

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APPENDIX LXXXV

PERFORMANCE SCORES BY ALL SUBJECTS ON ALL MOTOR TESTS

Subject Rank .

MotorPerformance

Hew.Acc.

Hew.S d.

Av.MeanAcc.

Av. MeanS d.

1 4 59 5.5 5. 1 . . 22 6 52 12.00 6.71 .83 .363 3 44 6.86 5.00 .70 .514 1 63 10.57 5.86 1.03 .655 2 58 5.29 4.29 .54 .386 5 58 9.33 7.67 .86 .67

APPENDIX LXXXVI

RANK ORDER BY SUBJECTS ON THE MOTOR SCORES

Test Rank Order1 2 3 4 5 6

Wallboard 4 6 3 2 5Motor Perf. 4 1 5 6 2 3Hewitt Acc. 2 4 6 3 1 5Hewitt Spd. 6 2 4 1 3 5Av. Mean Acc. 4 6 2 3 1 5Av. Mean Spd. 6 4 1 2 3 5

APPENDIX LXXXVII

ALL SUBJECTS? TOTAL TEST RANKING

Rank Order Subject Initial Placement Test (Wallboard)

1 4 42 6 63 1 34 2 15 3 26 5 5

245

253

APPENDIX LXXXVIII

ALL SUBJECTS: NUMBER OF VARIABLES READ IN DAILY

Day SUB. 1 SUB. 2 SUB. 3 SUB. 4 SUB. 5 SUB. 6

1 20 11 21 21 17 202 12 21 15 21 16 11(10 ne3 10 7 12 3 9 7

4 4 11 9 2 6 11

5 4 1 3 10 6 46 3 4 2 3 6 1

7 2,1 0 0 0 0 -

APPENDIX LXXXIX

ALL SUBJECTS: COMPARISON OF BETWEEN DAY INCREASES ANDDECREASES IN MOTOR PERFORMANCE SCORES

Subject Increases Decreases Same Totals

12

3

4

56

13

1

32

T-16.66%(50.001(16.66%(50.00%(33.33%

81:3g

5

34243

(50.00%(66.66%(33.33%)66.66%)50.00g)

001100

(00.00%)(00.00%)(16.66%)(16.66%)00.00%)00.00%)

66

66

6

5Totals 12 21 60.00%) 2 5.71%) 35

25`1

w)

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APPENDIX XC

ALL SUBJECTS: WITHIN-DAY INCREASES ANDDECREASES IN MOTOR PERFORMANCE SCORES

Subject Increases Decreases Same Totals

12

3

456

15149

161710

(46.87%)(38.88%)(40.90%)(50.00%)(45.94%)

12158

13149

(37.50%)(41.66%)(36.36%(40.62%(37.83%)(29.03%)

5

7

5

36

12

(15.62%)(19.44%)(22.72%)( 9.37%)(16.21%)

32362232

3731

Total 81p2.2542.63 71 (37.36%) 38

p8.70%20.00% 190

APPENDIX XCI

ALL SUBJECTS: THE EFFECTS OF REST UPON THE WITHIN-DAYINCREASES AND DECREASES OF MOTOR

PERFORMANCE SCORES

Sub-ject

In-creaseWithRest


De-creaseWithRest

Dc-creaseWithoutRest

StaysSameWithRest


Toto

1 5 10 3 9 0 5 32(15.62%) (31.25%) ( 9.37%) (28.12%) (00.00%) (15.62%)

2 2 12 5 10 2 5 36( 5.55%) (33.33%) (13.88%) (27.77%) ( 5.55%) (13.88%)

3 3 6 1 7 0 5 22(13.63%) (27.27%) ( 4.,',,;) (31.81%) (00.00%) (22.72%)

4 1 14 3 11 1 2 32

( 3.12%) (43.75%) ( 9.37%) (p4.37 %) ( 3.12%) ( 6.25%)5 2 14 1 14 1 5 37

( 5.40%) (37.83%) ( 2.7ee,) (37.83%) ( 2.70%) (13.51%)6 0 10 . 0 9 1 11 31

(00.00%) (32.25%) (00.0(72!.) (29.03%) ( 3.22%) (35.48%)

To- 13 66 13 60 5 33 77tat ( 6.84%) (34.73%) ( 6.84;') (31.57%) ( 2.63%) (17.36%)

247

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APPENDIX XCII

ALL SUBJECTS: BETWEEN DAY INCREASES AND DECREASESIN ACCURACY AND SPEED SCORES

ACCURACY

Subject Increases

1 I1 6766771776766%)1 (16.66%)1 (16.66%)0 (00.00%)0 (00.00%)1 (20.00%)

Decreases Remain theSame

Totals

12

34

56

4 (66.66%)2 (33.33%)1 (16.66%)1 (16.66%)1 (20.00%)

4 (66.1 (16.66%)3 (60.00%)5 (a3.33 %)5 (83.33%)3 (60.00%)

6

6

6

6

5

Total 4 (11.42%) 10 (28.57%) 21 (60.00%) 35

SPEED

Subject Increases Decreases Remain theSame

Totals

12

3

4

5

6

2

12

001

5

(16.66%)(16.66%)(33.33%)(00.00%)(00.00%)(20.00%)

(14.28%)

1

4

1

011

9

(16.66%)(16.66%)(16.66%)(00.00%)(16.66%)(20.00%)

(22.85%)

41

3

6

5

3

22

(66.66%)(16.66%)(60.00%)(100.00%)(83.33%)(60.00%)

(62.85%)

66

6

6

6

5

35Total

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APPENDIX XCIII

ALL SUBJECTS: WITHIN-DAY INCREASES AND DECREASESIN ACCURACY AND SPEED SCORES

CURACY


Totals

1 8 (24.24) 1 ( 3.03%) 24 (72.72%) 332 9 (25.00%) 10 (27.77%) 17 (47.22%) 363 5 (21.73%) 4 (17.39%) 14 (60.86%) 234 15 (46.87%) 4 (12.50%) 13 (40.82%) 325 13 (35.13%) 8 (21.62%) 16 (43.24%) 376 11 (35.48%) 9 (29.03%) 11 (35.48%) 31

Total 61 (31.77%) 36 (18.75%) 95 (49.47%) 192

SPEED


Totals

7----

2

34

56

9

73

14

98

(27.27%)(19.44%)(13.04%(43.75%(24.32%(25.80%

1

124

37

9

( 3.03%)(33.33%)(17.39%)( 9.37%(18.91%(29.03%

231716152114

(69.69%)(47.22%)(69.56%(460Ti%(56.75%(45.16%)

33362332

3731

Total 50 (26.04%) 36 (18.75%) 106 (55.20%) 192

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APPENDIX XCIV

ALL SUBJECTS: THE EFFECTS OF REST UPON THE WITHIN-DAYINCREASES AND DECREASES OF ACCURACY AND SPEED SCORES

ACCURACYSub-ject

In-creaseWithRest


De-creaseWithRest


StaysSameWithRest

staysSameWithoutRest

To-tal

1

2

3

4

5

6

2

( 6.06%)5

(13.88%)1

( 4.34%)0

( 0.00%)2

( 5.40%)1

( 3.22%)

6(18.18%)

4(21.11%)

4ki7.39%)

15(46.87%)

5(13.51%)10

(32.25%)

0(00.00%)

3( 8.33%)

1

( 4.34%)1

( 3.12%)1

( 2.70%)0

( 0.00%)

1( 3,03%)

7

(19.44%)3

(13.04%)3

( 9.37%)8

(21.62%)9

(29.03%)

7(21.21%)

2

( 5.55%)7

(30.43%)4

(12.50%)1

( 2.70%)0

( 0.00%)

17(51.51%)

15

(41.661)7

(30.43%,9

(28.12%20

(54.05%)11

(35.48%)

33

36

23

32

37

3]

To-tal

11( 5.72%)

44(22.91%)

6

( 3.12%)31

(16.14%)21

(10.93%)79

(41.14%)92

Sub-ject

In-creaseWithRest


De-creaseWithRest


StaysSameWithRest

StaysSameWithouRest

10-al

1 1 8 1 0 4 19 33(3.03%) (24.24%) (3.03%) (00.00%) (12.12%) (57.57%)

2 3 4 3 9 4 13 36(8.33%) (11.11%) (8.33%) (25.00%) (11.11%) (36.11%)

3 0 3 0 4 5 11 3(0.00%) (13.04%) (0.00%) (17.39%) (21.73%) (47.82%)

4 0 13 1 3 4 11 2(0.00%) (40.62%) (3.12%) ( 9.37%) (12.50%) (34.37%)

5 2 11 1 7 1 15 37(5.40%) (29.72%) (2.70%) (18.91%) ( 2.70%) (40.54%)

6 1 7 0 9 0 14 1(3.22%) (22.58%) (0.00%) (29.03 %) ( 0.00%) (45.16%)

To- 7 46 6 32 18 83 92ta1 (3.64%) (23.95%) (3.12%) (16.16%) ( 9.37%) (43.22 %)

-250

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APPENDIX XCV

ALL SUBJECTS: ANALYSIS OF EPISODES OF HIGHEKSCORES BY GENERAL PLAN

Subject Pattern

1

2

3

4

5

6

Positive goals involving 1 variable to broad goalsinvolving a large # of values, vars. and props.;combination of values, vars. and props. into largerelems., narrowing large # of values, vars. and props.into fewer ones by eliminating unsuccessful vars. orcombining acceptable vars. and props. into elem.;testing of individual props. Positive goal state-ments. Negative and positive evaluations.

Early combination of elems., equivalency, combin-ation of values, vars., props. into elems., testingof individual props. at the end. Positive goalstatements. Negative and positive evaluations.

1 var. to combination of vars., to equivalency ofvars., to combining of values and vars. into largerprops.; assigning of values to vars., variety ofcombinations, large number of props. narrowed tofew large props. and larger elems., testing I var.while continuing to narrow down number of props.tested.

A few vars. to a large number of single vars., tocombining them singly, to combining them intolarger diens.; assigning equivalency, into a largeelem. called "everything together." Primarily posi-tive goals. .Uses both negative and positive eval-uations.

Assigns values to vars., tests, positive goals, com-bining vars. , assigning equivalencies, testing onevariable, combining props. into eleAs., testingvars., combining into larger elems., assigning equiv-alencies testing 1 var. Most goals are rositivelystated. Negative and positive evaluations.

Assigns values, tests vars., combines vars., combinesvars. and props., assigns equivalencies, cemhinesprops. into diens., tests pros :3. (:'e-cycles tnrougiithe above processes a number of times), rarrowodown props and elems. ar.d assigns new equivalenciesand tests, investigates single variables, assignsequivalencies.

251

25:)

APPENDIX XCVI

ALL SUBJECTS: MODEL CHANGES

PATTERN CHANGESOrder ofCRTVariables

Forward Callingof

Variables

Reverse Callingof

Variables

Mixed Callingof

Variables

? + - ? + - ? +

1. T,R,C 7 1 3 4 1 4 4 0 72. T,R,C 3 1 6 4 3 4 5 5 4

3. T,R,C 1 4 2 0 4 3 1 2 1

4. T,C,R 7 1 2 6 0 3 11 2 65. T,C,R 2 1 2 3 2 8 1 4 1

6. R,T,C 5 1 3 8 2 8 3 3 1

Total 25 9 18 25 12 30 25 16 20i

Total 52 67 61

SubjectOrderof T

Orderof R

dOrderof C

3,1,4,3,1

#+

1-8

#-

17

if?

---77--1 4:,3,1 2,1,22 2,3,1 4,1 3,2,4,1 18 12 9

3 1,2 3 3,1,2 1,4,3,5 6 2 184 2,3,1,2 1,Twist 1,5,2,4,1 11 25 35 1,3,2 -- 1,4,2,L,3 17 96 3,2,1 3,2,1,1. 4,3,5,1 11 16

j149

Totals 92 106 59

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APPENDIX XCVII

ALL SUBJECTS: ANALYSIS OF PROPERTIES

Property S1 $2 S3 S4 S5 S6

ACC 6 4 2 7 3 7ANG 15 14ARCH 28 19 3 22 21B 2 20 17 37 12BAL 34 16BNG DOWN 6BNG UT 27 8 26 24C 4 15 9 11 15 17CON 24 25 35 10COOR 31DOA 31DR 13E 16 23 5 30 12 23EYES 6 15F 21 7 7 26 25 9PB

33FEEL 1 25 19 1FOB 36FS 18 19G 25 11 3 9 16Gt 8 2

H 8 32 17HD 9 14 21 5HDi 11

HU 25HS 221 15LEAN 9 23 12 24 32LEVER

29LIFT 10MF

35ML5

MOC 5 13 13MOM 28NERVOUS 13 7OC 8 21 22 29 2 10OT 20P 10 34 22PEN 10"PP Idea" 22PR .

24R 14 2 13 24 27 3RCii 18 25 27 2 18 18RIIY 1

.

253

APPENDIX XCVII (continued)

Property S1 S2 S3 S4 S5 S6

RW 21 20S 15 29S9 20 5

S13 17 19 31

S14 6 20 14

S15 23 26

SIM 13 20SM 4SPD 10 3 12 14 1 8SPIN 21 27SWAY 23T 3 1 4 1 , 4 6TI 28TIM 12 12 11 22 11 20TK 17 18 27 9TOP 24 26 14 16 30W 7 16 17 32 4Whor 7 5 6 17

WA 23WB 19 18 16 30WIND 27 29 33, 33 28WS 36WU 26

re-]

254

APPENDIX XCVIII

ALL S71BJECTS:

RANK ORDER OF ELEMENTS AND PROPERTIES TO DETERMINE PRIORITY

Considered by

6 Subjects

Considered ly

5 Subjects

Considered by

4 Subjects

Considered by

;3 Subjects

Rank

D...0.0 '' Score

Ele.

Rank

Prop.

Ele.

Score

Rank

Prop'

Ele.

Score

Rank

Prop.

Ele.

Score

- 2 , J 4 5 6 , 10

, ACC

._,

SPA

C R TIM

OC

RC H

19

29

48 718388

q292

109

108

12

13

14

15 161718

G W B ARCH

LEAN

TOP

WIND

64

76

88

93

100

110

150

19 20

21

22 2324

25

26

Whor

FEELS

EDTK

W WB

BNG UP

CON

35

46

49717183

85 94

27

28

2930 31

M0C

S14

H P S13

31

40

5766

67

-Yes 13

2.

APPENDIX XCVIV

REVISED GSPS MODEL DIAGRAMMED

1.

(R)Desired Serve'

(A)

4.

Main Routine

(R)

LMAIN GOALSPD/AN

(00)

(R)

J

3. Present Serve(B)

IF A = B

No

(Co

5. T 1 (

(C)I.

I SUB. 171

SUB. 16

7.

b1118SUB 16

TEST+ ? -

R T

+ ? -

8. 1---i

[SU13 19

c-CSUB 16

4 9 -TEST -?

417-i.

256

2sA

Serve1=

Exit

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APPENDIX XCVIV (continued)Go to 4 Go to 8

9. ( A )I LC R

4- 9

(ST.)

Props. &Elems.

10. RNEW & ELEMS4

(C11. SUB 20

+>

12. (A)

PROP.-4 C+ ?

Subgoals

SUB 16

TEST VALUE

1---a1B. 18R3,R2,R1

SUB. 20

READ INNEW PROPERTY,

CALL OLD PROPERTIES:Order of Call:

(1) Reverse(2) Mixed(31 Forward

257

SUB. 1902,C4,C3,C5,C1

4 GROUP PROPERTIES:Order of Priority:TIM, OC, F, E, RCH,G, W, B, ARCH, LEAN,TOP, Whor' FEELS, HD,

W, TK, WB, BNG UP,CON, MOC, 514, P,

S13

INDIVIDUAL PROPERTIES:Unique to each subject

APPENDIX XCVIV (continued)

TESTDoes New Property Fitin Acceptable Framework?

I

Retest

STORE: in ACCEPTABLESERVE PROPERTIES &ELEMENTSReturn to Main Routine

Return toMain Routine

8

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DOCUMENV RESUME ED 051 523 · 2013-12-24 · DOCUMENV RESUME ED 051 523 24 CG 006 455 AUTHOR...

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Transcript of DOCUMENV RESUME ED 051 523 · 2013-12-24 · DOCUMENV RESUME ED 051 523 24 CG 006 455 AUTHOR...