Chapters 11-16 Flashcards
(48 cards)
Error correction strategy applied when athlete is making errors at practice because of lack of natural reinforcers
Make available reinforcers contingent upon improved performance
Coach must assess whether or not available reinforcers are being used effectively= that reinforcers are contingent upon desirable performance
If use of contingent reinforcers for performing without error leads to improved performance across several prac, then the athletes could be gradually weaned off extra reinforcers, in hope that natural reinforcers for improved performance may begin to take over
When is it necessary to use multiple-component error correction program to decrease errors?
when athlete has skill that results in early success and all components of skill are strengthened, including flawed component that experts might consider as improper technique
*has to be used when flawed component of skill became engrained and habit because it has contributed to the success of the athlete
3 reasons why beginners might make errors or mistakes when executing previously learned skill
- errors due to lack of focus
- errors due to lack of reinforcement for correct performance
- persistent and well learned errors due to habit
mastery criterion
specific guideline for performing a skill such that if the guideline is met, the skill is likely to be mastered
should identify a particular quantity/level/standard of performance
eg. swimmer reaching 3 consecutive practices with 2 r fewer errors on each of 6 required laps
Freeze Technique
- If behaviour is correct (rule governed control over behaviour), players complete play and are praised (positive reinforcement)
- If behaviour is incorrect, the coach screams “freeze” and the player has to remain in the same position (punishment)
- The coach then models the correct behaviour, and then player moves to this correct position and coach gets player to notice various aspects of correct position and notice difference between positions
limitation of the Freeze technique
athlete’s momentum may make it impossible to freeze (skiing, mid jump)
when freezing and listening are not possible (swimming)
5 behavioural components that appear to be included in old way/new way error-correction technique
- Instruction regarding correct/incorrect techniques
- Awareness training to discriminate correct/incorrect techniques
- Key words to prompt correct behaviour
- Practicing correct technique with an approx of mastery criterion
- Receiving immediate videotaped feedback on each practice tape
several possible causes of problem behaviours shown by athletes at prac
- bad behaviours immediately followed by natural reinforcers, while desirable alternative behaviours do not lead to immediate reinforcers
- they don’t have the skills to earn rewards for skilled athletic performance. reinforcers not unavailable but no skills in athlete’s repertoire that enable to get reinforcers
- from operant extinction- when usual reinforcers are withheld following previously reinforced behaviour, that behaviour is likely to decrease in frequency. in LR, that behaviour will go away but in SR, withholding reinforcers following previously reinforced behaviours may cause emotional reaction as side effect
- dynamics of interpersonal interactions of athletes away from athletic environment
List 5 desirable behaviours for basketball
Actively participating Using proper shooting form Making proper 2 hand passes Listening to the coach's instructions and feedback Running hard during drills
List 5 undesirable behaviours for basketball
Looking at the clock a lot during practice
Talking to teammates while coach is talking
Doing improper form because lazy
Lying on court because tired after running
Purposely being silly
4 steps coach can take at beginning of season to minimize problem behaviours
- Identify reasonable rules concerning desirable/undesirable behaviours
- Identify consequences for rule violations
- Obtain commitment from athletes to follow rules
- Monitor desirable/undesirable behaviours during season and provide feedback
3 steps of strategy followed by Coach Hume to decrease off-task practice behaviours (figure skaters)
- Identify specific desirable prac behaviours= itemized in checklist of jumps/spins that 3 girls expected to prac for 45 mins per day
- Devise strategy for skaters to self-monitor the occurrence of desirable prac behaviours= big chart for each skater with checklist of jumps/spins, instructions, graphs
- Provide feedback to skaters for improvement= summary bars added to charts of off-task behaviours/elements attempted at end of prac to show progress. Good progress praised
Stimulus control over behaviour and how it was used by Coach Hume
degree of correlation between stimulus and behaviour
Used by Coach Hume in the big chart= which allowed skaters to prepare checklists and view instructions for practice
Had direct correlation with improved jumps and spins over course of practices
Positive reinforcement and how it was used by Coach Hume
Stimulus that when presented immediately after behaviour, causes that behaviour to increase. Positive when used to strengthen behaviour
Coach Hume immediately provided feedback to skaters for improvement following practice and gave positive reinforcement when skaters improved or did well
2 diff between Coach Hume’s self-recording program and public posting program
- Coach Hume- alternative behaviours and reinforcers for them were identified once they occurred at practice
Public posting- identified problem behaviours before practice and suggested alternative behaviours for athletes to work on - Coach Hume- used chart that displayed both positive and negative applications
Public Posting- displayed only negative
Advantages/disadvantages of Coach Hume’s program
Advantage= all behaviours displayed so athlete can not only see what they need to work on but can also feed good about what they are doing well on already
Disadvantage= more information present on chart, which can lead to lack of focus on what needs improvement if athlete focusing on what they already doing well
Advantages/Disadvantages of public posting program
Advantage= met with athletes before program began to let them know what it is they are doing wrong and what can be done to change- focuses athletes attention on what needs to be improved
Disadvantage= only presenting negative behaviours may have negative effect on athletes because provides less confidence/motivation to want to do well since not reminded of good behaviours
Educational sign-prompting program
Golf:
Large amount of ball marks on putting greens
Put sign on entrance of clubhouse that showed pics of unprepared ball marks and description of how to repair ball marks as depicted in photos, and request for golfers to repair ball marks
Prompting decreased # of unrepaired ball marks
Relied on deliberately managed reinforcers because sign displayed at entrance acted as reinforcer used to deliberately change behaviour
*change behaviour
Example of self-reinforcement
eg. Badminton:
Athlete provide self-reinforcement by using praise after every good serve over the net
say to self: “thats a perfect serve, I need to keep making serves like that and I will win this match”
Praise work toward increasing likelihood that good serve will result next time
3 approaches to gathering info during functional assessment
- Conduct interview/questionnaire assessment of people familiar with client to allow behaviour analyst to identify causes of problem behaviour
- To discover a problem behaviour’s controlling variables- perform observational assessment in which observer carefully observes/describes apparent antecedents and immediate consequences of problem behaviour of indiv in natural settings
- Conduct functional analysis= systematic manipulation of environmental events to experimental test their role as antecedents or consequences in controlling/maintaining specific problem behaviours
2 causes of self-control problems involving behavioural excesses
- Immediate reinforcement of the problem behaviour wins out over the unnoticeable neg effects that are only cumulatively significant
- Neg effects of problem behaviour are too small to be noticed immediately, but only accumulation of problem behaviour over time has noticeable effect
eg. Powerlifter can squat lot of weight with bad form
Bad form reinforced overtime heavy squat done successfully, but overtime the bad form will damage back (cumatively- single lift won’t cause injury)
6 steps that characterize programs of self-management
- Set goals for quantity/quality/competition situations
- Increase athlete’s commitment to change
- Design monitoring sheets for key behaviours
- Manage antecedents to motivate quality practice
- Manage consequences to motivate quality prac
- Present relapse, make it last
example of quantity goal
eg. basketball player sets goal to take 30 foul shots each practice
“commitment to change” in behavioural self-management
refers to the statements or actions by athlete which imply that it is important to improve in specific area, that they will work toward doing so and recognizes benefits