Qualitative Movement Analysis Flashcards
Qualitative Movement Analysis
Qualitative movement analysis is the systematic observation of the quality of human movement for the purpose of providing the most appropriate intervention to improve performance
Qualitative movement analysis involves using a set principles to provide feedback about the effectiveness of the movement. The four principles are: preparation, observation, evaluation and error correction
Preparation
The first task in performing a qualitative movement analysis is to gather relevant knowledge. The analyst should gather information about
•critical features of the skill required for success •information about the performer/performers
• details about the observation stage
• what constitutes effective instruction
Critical features
-information of critical features can be gathered from research, expert opinion, or scientific research. The range of correctness should be determined to cater for individual variations in performers. At this time a model of performance may be established
The Performer
-the analyst needs to understand physiological and psychological factors that may impact performance such as age, gender, strengths and weaknesses and skill levels
The observation
-The analyst needs to decide on observation strategy including what the specific focus of the observation will be, whether an individual or whole play will be recorded, the best vantage point for the observation, the number of observations, what technology/ software will be used and whether the data will be collected in the field or labatory
The instruction
-instruction will vary depending on cognitive ability, knowledge of the sport, experience and motivation. How will the information/ results be shared (feedback) and what tools will be used to help the performer improve their skill
Observation
During the observation stage the skill is recorded/ measured.
The purpose of this task is to gather and organise information. This can occur by watching the performer or digitally recording the movement. The details of the observation are planned during the preparation phase.
Several factors can influence the ability to observe. These include:
•experience
•knowledge
•academic and technical training
The main limitation of observing the quality of performance is SUBJECTIVITY
- for example, two coaches could watch the same performance and have two very different perceptions about the quality of performance
Evaluation
The purpose of the evaluation phase is to make a judgment of the quality of movement or performance.
The critical features that were established during the preparation phase and the observations made during the observation phase are used to identify errors and positive aspects of the performers technique. The cause of errors can then be established accordingly
Evaluating performance
Objective V subjective
Performance can be assessed either objectively employing quantitative measures or subjectivity employing qualitative measures
Objective measures
-are independent of the observer. That means the measurement is done using something other than the person observing Eg stop watch
Subjective measures
-are dependent on the observer and based on opinions, feelings and general impressions
Evaluating performance
Validity and Reliability
Validity- refers to the ability of the observation method to measure what it is intended to
Reliability - refers to the consistency of the observation method. Eg the ability of the observation method to reproduce identical or similar results, making it more accurate
> Intra-reliability- refers to the degree of consistency of ratings given by a judge (one)
> inter-reliability- degree of agreement between judges (many)
Error correction
Weakness are identified and strategies to address these are then developed using either direct or constraints-based coaching or instructional approaches.
There are many potential sources for movement performance error and a coach needs to choose an appropriate intervention to suit the type of error
> the method chosen needs to be carefully planned, accurate, practical and relevant to the age and stage of learning (skill level) of the performer
