Qualitative Analysis

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Prioritizing Intervention Whichever approach is used to prioritize intervention, it is important to keep in mind the goal or purpose of the movement being analyzed; this will help shape priorities for corrections. The best rationale may be specific to the person or the motor skill.
Relationship to Previous Action Some errors are only symptoms because they are caused by another problem. A coach who focuses practice on errors symptomatic of another problem is wasting valuable practice time.
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 and 56: Prioritizing Intervention Motor le
Page 57: Prioritizing Intervention Six logi
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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