Qualitative Analysis

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Prioritizing Intervention Little systematic research exists to validate a specific process for the diagnosis of performance. Difficult because the cause of a particular problem may be far removed from its observable effects (symptoms). A thorough understanding of biomechanical principles is the analyst’s best ally.
Prioritizing Intervention Six logical rationales have been proposed for prioritizing intervention: relationship to previous action maximizing improvement order of difficulty correct sequence base of support critical features first
Page 1 and 2:
Qualitative Analysis
Page 3 and 4:
Preparation the first task is to b
Page 5 and 6: Knowledge of the Activity Sources
Page 7 and 8: Expert Opinion Opinions of experts
Page 9 and 10: Scientific Research Provides the m
Page 11 and 12: Critical Features Key features of
Page 13 and 14: Safety A professional must decide
Page 15 and 16: Identifying Critical Features Iden
Page 17 and 18: Identifying Critical Features List
Page 19 and 20: Knowledge of Effective Instruction
Page 21 and 22: Knowledge of Systematic Observation
Page 23 and 24: Systematic Observational Strategy
Page 25 and 26: Key Elements in a Systematic Observ
Page 27 and 28: Focus of Observation Environmental
Page 29 and 30: Focus of Observation Balance move
Page 31 and 32: Focus of Observation General to Sp
Page 33 and 34: Observational Situation Open skill
Page 35 and 36: Vantage Points Specify the optimal
Page 37 and 38: Vantage Points The observer’s di
Page 39 and 40: Extended Observation A plan for ga
Page 41 and 42: Evaluation & Diagnosis The Third Ta
Page 43 and 44: Evaluation & Diagnosis Evaluation
Page 45 and 46: The Process of Evaluation To keep
Page 47 and 48: Performance Variability When first
Page 49 and 50: Hoffman’s (1983) diagnostic probl
Page 51 and 52: Ideal Form vs. Critical Features C
Page 53 and 54: Summary A few (5-8) critical featu
Page 55: Prioritizing Intervention Motor le
Page 59 and 60: Relationship to Previous Action So
Page 61 and 62: Maximizing Improvement Select inte
Page 63 and 64: Correct Sequence Provide intervent
Page 65 and 66: Critical Features First Improve cr
Page 67 and 68: Intervention Strategies for Improvi
Page 69 and 70: Intervention More comprehensive th
Page 71 and 72: Functions of Feedback Movement fee
Page 73 and 74: Reinforcement Function of Feedback
Page 75 and 76: Motivation Function of Feedback Th
Page 77 and 78: Classifications of Feedback Studie
Page 79 and 80: Don’t Give Too Much Feedback A c
Page 81 and 82: Tailor Feedback to the Individual
Page 83 and 84: Keep It Positive Most effective fe
Page 85 and 86: Use Cue Words or Phrases Performer
Page 87 and 88: Tricks of the Trade Methods for pr
Page 89 and 90: Exaggeration/Overcompensation Prev
Page 91 and 92: Modifying the Task or Practice Lea
Page 93 and 94: Modifying the Task or Practice Ran
Page 95: Conditioning If the performer lack
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Qualitative Analysis

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