Qualitative Analysis

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Modifying the Task or Practice Blocked practice involves many repetitions or trials of a task before another task is introduced. Motor learning research suggests this kind of practice leads to good practice performance, a false sense of security, and poor long-range improvement. Effective in the early learning stages of a new skill to help develop a basic motor program.
Modifying the Task or Practice Random practice has practice trials alternating rapidly among different movements. Results in poorer practice performance but better long-term motor learning.
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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
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Vantage Points The observer’s di
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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 and 88: Tricks of the Trade Methods for pr
Page 89 and 90: Exaggeration/Overcompensation Prev
Page 91: Modifying the Task or Practice Lea
Page 95: Conditioning If the performer lack
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Qualitative Analysis

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