Qualitative Analysis

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Visual Models Demonstrations by the instructor Posters of key body positions Skilled models similar to the performers Videotape replay
Exaggeration/Overcompensation Previously-learned motor program is an obstacle to creating change. Exaggeration or overcompensation may be necessary to attain the desired change. Performer should be informed later that exaggeration was necessary to create the desired change. Do not let misconceptions persist.
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Qualitative Analysis
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Preparation the first task is to b
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Knowledge of the Activity Sources
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Expert Opinion Opinions of experts
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Scientific Research Provides the m
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Critical Features Key features of
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Safety A professional must decide
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Identifying Critical Features Iden
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Identifying Critical Features List
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Knowledge of Effective Instruction
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Knowledge of Systematic Observation
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Systematic Observational Strategy
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Key Elements in a Systematic Observ
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Focus of Observation Environmental
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Focus of Observation Balance move
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Focus of Observation General to Sp
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Observational Situation Open skill
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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 and 58: Prioritizing Intervention Six logi
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: Tricks of the Trade Methods for pr
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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