chapter 4 Flashcards
(14 cards)
Qualitative Movement Analysis
- The purpose of a Qualitative Movement Analysis is to assess the quality of movement.
- It involves the Systematic observation of a movement skill.
- A judgement is made
on the quality of performance with the purpose of implementing the most appropriate interventions to bring about improved performance.
There are 2 types of Movement/Performance Analysis:
QUANTITATIVE ANALYSIS:
- Objective measure of performance via the collection of numerical data- e.g. Heart rates, GPS movements, forces produced, how fast did
they run, how far did they jump.
QUALITATIVE ANALYSIS:
- Non-numerical (subjective) evaluation of a skill and mainly involves direct observation of performance – this is what pe teachers do all the time!
Subjective analysis:
Subjective analysis focuses on the quality of movement and how it is performed.
- Focusing on the technique used by the athlete to perform the skill.
A Qualitative Movement Analysis consists of 4 stages:
- Preparation
- Observation
- Evaluation
- Error Correction
Step 1: Preparation Stage:
part 1
Creating a plan (what, how and why)
Develop a theoretical framework for the most effective technique. This can be done by observing professional athletes.
- What are the critical features of the specialised movement sequence or skill?
Research how the skill is performed most effectively from a biomechanical
and physiological perspective.
This usually involves viewing the movements
of elite performers. The way elite athletes perform the skill becomes a
template to which the performance of others is compared. - How can the skill be broken down into sub-routines or parts. This helps us to best understand how parts of a skill are connected to bring about successful
performance. Coaches make reference to a high-performance rubric that
outlines key features of the skill.
Step 1: Preparation Stage:
part 2
- What is the current skill level of the performer? This will influence the type of feedback used and how the skill is practiced.
Cognitive stage: Instructions simple, demonstrate how body parts move where possible, breaking actions down into parts (part practice), assist learners by physically guiding their actions. Distributed practice (practice of a
skill or each part of a skill, with rest between activities)
Associative/Autonomous Stage – Feedback more precise, focusing on whole
movements rather than parts. Massed practice (shorter rest periods between practice trials within a session)
How are we going to analyse the performance?
- Direct observation with a checklist (high performance rubric that outlines
the key features of the skill
- Video recording
- app
Why? To improve technique, reduce risk of injury etc.
Stage 2: Observation Stage:
part 1
Implementing the observation strategy decided upon in the previous stage. Take
steps to increase observation and recording reliable (consistency with data collection).
Consider whether some form of digital recording would be used as well which allows a permanent record to be kept for future reference.
Decide on the optimal viewing distance and what angle (plane) is best for vision.
- Direct observation and note taking – typically refers to a ‘checklist’ outlining how optimal movements are executed. Checklist forms a
benchmark. - Digital video recording - mobile phone, tablet go-pro
- Continuous high-speed photography – several photos in quick succession
allowing a time lapse record of performance – shows how the skill is
sequenced and added together as it is being performed. - Motion capture (mocap) technology is used to record body movements
and create 3D modelling of how muscles, joints and body parts move
together. In movies - recording actions ofhuman actorsand using that information to animatedigital charactermodels in 2D or 3Dcomputer animation.
Stage 2: Observation Stage:
part 2
Viewing position – the observer or recording implements need to have a clear and uninterrupted view of the performance at all times.
Viewing plane – most coaches, observers position themselves side on to the performance. But in some instances, it may be better to include other viewing planes.
Viewing reliability – How can reliability be improved? Trying to get consistency with data collection. The number of times a performance is viewed in competition is limited by the number of times the skill is executed in the game. The more times a skill can be observed the better it is in terms of qualitative movement analysis.
To ensure reliability make sure conditions are the same each time – same surface, venue, same time of day, etc.
Stage 3: Evaluation Stage:
part 1
Making judgements about the quality of movements, identifying strengths and
weaknesses in technique and consider how improvements can be made.
Look at the similarities and differences between the performer’s execution of a
movement or skill and that of an elite performer undertaking the same
movement/skill.
Stage 3: Evaluation Stage:
part 2
The evaluation can either be:
- Objective – performance rubrics, checklists, rating scales
- Subjective – personal opinion or interpretation of what has been observed.
Quality of performance should be ranked, using the checklist or performance rubric.
The coach then needs to decide:
- Strengths – what is the performer doing well?
- Weaknesses – where do problems exist?
- What might be causing poor quality movements?
- How can the problems be addressed/improved?
- Which problem areas are more important to address than others?
Stage 4: Error correction Stage
part 1
Intervention Stage – Feedback and Practice.
Provide feedback on how movements can be made more efficient or improved.
Feedback is accompanied by practice where the improvement suggestions are incorporated into the way the skill is performed.
Must consider the most appropriate practice conditions based on the age and stage of learning, type of skill (discrete, serial, continuous) and performance environment.
Stage 4: Error correction Stage
part 2 (different learners)
-Depending on the stage of the learner – Practice initially should be in a closed environment (high predictability, low variability) and gradually performed in a more
open environment (low predictability, high variability) as the skills become more refined.
- Cognitive learner (Distributed - practice of a skill or each part of a skill, with rest between activities).
- Associative/Autonomous (Massed practice - shorter rest periods between practice trials within a session)
Stage 4: Error correction Stage
part 3
- Breaking it down into its subroutines and focus on improving parts of the skills to make it more manageable (part practice)
Coach may demonstrate how to perform the skill optimally. - Show video footage of how they are currently performing the skill in comparison to optimal performance.
- Coach may need to physically move the performer through the movement so they
can experience how the movement feels. - Practice may involve task constraints that encourage performers to change the way they usually execute skills and movement sequences.
- Regular feedback
Post -error correction/intervention
What effect has the error correction intervention had on performance?
