Chapter 11: Decreasing Persistent Errors Flashcards
If a young athlete is making errors at a practice because of a lack of natural reinforcers for correct performance, what error correction strategy might be applied?
The coach should assess whether or not available reinforcers are being used effectively - i.e., that reinforcers are contingent upon desirable performance (rather than occurring non-contingently). If the use of contingent reinforcers for performing without error leads to improved performance across several practices, then the athlete could be gradually weaned from the extra reinforcers in the hope that natural reinforces for improved performance may begin to take over.
When might it be necessary to use a multiple-component error correction program (such as that researched by Koop and Martin with swimmers) to decrease errors?
When a skill results in early success, all of the components of that skill are strengthened, including a flawed component that experts might consider as improper technique. The more an athlete practices with a defective component of a skill, and the more success the athlete achieves in spite of the defective component, the more difficult it will be to eliminate the error later on. Decreasing such errors might best be accomplished through use of one of the following multiple-component treatment strategies to increase alternative skills.
Define key words and describe an example from this chapter.
Key words that serve as SDs to prompt particular body positions or focus of attention such as a golfer thinking “shoulder turn” to prompt a full shoulder turn on the back swing. For example, with the Manitoba Marlins, the swimmers used key words such as “shoulder entry” for the swimmer who had a habit of reaching too far across in front of the body on hand entry as opposed to his hand entering the water in front of his shoulder.
What are the four components of behavioural skills training?
1) Instructions
2) Modeling
3) Behaviour rehearsal
4) Feedback
The behavioural treatment involving the freeze technique appears to involve several behavioural principles including punishment, modeling, rule-governed control over behaviour, and positive reinforcement. Describe how each of these principles may have been involved.
Punishment: if the behaviour (block) was done incorrectly, the coach will immediately blow his whistle and yell “freeze” and the player would stop moving and hold his position correctly.
Modeling: The coach would describe in detail the incorrect aspects of the players position. Then the coach would describe in detail the correct position and then model it.
Rule-governed control over behaviour: during the imitation of the behaviour the coach would encourage the player to notice various aspects of his body position. For example, “see how your leg is bent? Notice your arm position?” The coach would go on to explain how if the player used the correct body positions, they would be more successful in blocking (a rule).
Positive reinforcement: if the block was thrown correctly, the coach let the players complete the play. On completion, the coach blew a whistle and praised the player who blocked correctly.
What may be a limitation of the freeze technique? Discuss with reference to an example.
The freeze technique may be inappropriate because an athlete’s momentum makes it impossible to freeze (such as in downhill skiing) or when freezing and listening are simply not possible (such as in teaching swimming).
List the five behavioural components that appear to be included in the old-way/new-way error-correction technique.
1) The warm-up.
2) “Feeling” the old way.
3) “Feeling” the new way.
4) Discriminating the old and new ways.
5) Practicing the new way.
6) A review.
