CHAPTER 11 – Decreasing Persistent Errors

Question 1

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?

Answer 1

o In such cases, 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 noncontingently) .If the use of contingent reinforcers for performing without errors leads to improved performance across several practices, then the athlete could be gradually weaned from the extra reinforcers in the hope that natural reinforcers for improved performance may begin to take over.

Question 2

When might it be necessary to use a multiple-component error correction program (such as that researched by Koop & Martin with swimmers) to decrease errors?

Answer 2

o A multiple component error correction strategy program should be used when a component of a behaviour is incorrect but is reinforced along with the success of the rest of the behaviour. It may be necessary to use a multiple-component error correction program to decrease errors when an athlete has a skill that results in early success and all of the components of the skill are strengthened, including a flawed component that experts might consider as improper technique. The multiple-component error correction program has to be used when a flawed component of a skill becomes engrained and habit, because it has contributed to the success of the athlete.

Question 3

From the material in this chapter, describe three reasons why beginners might make errors or mistakes when executing a previously learned skill.

Answer 3

1. Lack of focus - they do not attend to appropriate cues just before beginning a skill.
2. Lack of reinforcement - correct performance is not being maintained by natural reinforcers
3. Persistent, well-learned errors- athletes may have gotten by with errors that are now causing them problems at high levels.

Question 4

Define mastery criterion and describe an example from this chapter.

Answer 4

o Mastery criterion is a specific guideline for performing a skill such that if the guideline is met, the skill is likely to be mastered. An example is the swimmers having to complete 3 practices with 2 or less errors on the 6 laps.

Question 5

The behavioral treatment involving the freeze technique appears to involve several behavioral principles including punishment, modeling, rule-governed control over behavior, and positive reinforcement. Speculate about how each of these principles may have been involved.

Answer 5

• First, it uses punishment when the response of an athlete performing the skill incorrectly is punished by the coach yelling “freeze!”
• Second, it involves modeling because while the players remain frozen, the coach models the correct and incorrect components.
• Third, it uses rule-governed behaviour because while explaining the coach might say something like “to do it correctly, your leg must be bent”, which is used as a partial rule in the future.
• Fourth, it involves positive reinforcement because when the players complete the play, the coach praises them for successful completion.

Question 6

What may be a limitation of the freeze technique? Discuss with reference to an example.

Answer 6

o In some cases, the freeze technique may be inappropriate because an athlete’s momentum makes it impossible to freeze (such as downhill skiing) or when freezing and listening are simply not possible (such as in swimming).

Question 7

List the five behavioural components that appear to be included in the old-way/new-way error correction technique.

Answer 7

1. Instruction regarding correct and incorrect techniques
2. Awareness training to discriminate correct and incorrect techniques
3. Key words to prompt correct technique
4. Practicing correct technique with an approximation of mastery criterion
5. Receiving immediate videotaped feedback on each practice attempt