Based on sequential behavior analysis (SBA) approaches to clinical practice activities (Sharpe, Lounsbery, & Bahls, 1997) and on results from school-university collaboration approaches to teacher education (Sharpe, Lounsbery, Golden, & Deibler, 1999), this study analyzed the effects of different supervisory personnel and practice-teaching settings on the relative effectiveness of SBA feedback and goal-setting practices. Teaching performances of two matched groups of undergraduates (N = 4) were observed. An A-B-A-C multiple baseline design with a treatment reversal across participants was used. The B-phase consisted of school-based practice teaching, the C-phase consisted of peer-based practice teaching, and the multiple baseline represented the differing times in which the same SBA feedback treatment was administered. Results demonstrated substantial improvement in select teacher and student practices in the school-based setting but a limited effect in the peer-based setting. Participant response data provided additional support for school-based activities. This study endorses a collaborative field-based approach to teacher education and contradicts the literature in nonsupport.
Tom Sharpe, Hosung So, Hasan Mavi and Seth Brown
Barbara B. Brown and Carol M. Werner
Accelerometer output feedback might enable assessment of recall biases for moderate bouts by obese and nonobese individuals; accelerometry might also help residents recall destinations for moderate-intensity walking bouts.
Adult residents’ 1-week accelerometer-measured physical activity and obesity status were measured before and after a new rail stop opened (n = 51 Time 1; n = 47 Time 2). Participants recalled the week’s walking bouts, described them as brisk (moderate) or not, and reported a rail stop destination or not.
At the end of the week, we provided accelerometry output to residents as a prompt. Recall of activity intensity was accurate for about 60% of bouts. Nonobese participants had more moderate bouts and more “stealth exercise” —moderate bouts recalled as not brisk—than did obese individuals. Obese participants had more overestimates—recalling light bouts as brisk walks—than did nonobese individuals. Compared with unprompted recall, accelerometry-prompted recalls allowed residents to describe where significantly more moderate bouts of activity occurred.
Coupling accelerometry feedback with self-report improves research by measuring the duration, intensity, and destination of walking bouts. Recall errors and different patterns of errors by obese and nonobese individuals underscore the importance of validation by accelerometry.
Victor H. Mancini, Elizabeth K. Clark and Deborah A. Wuest
Both the short- and long-term effects of systematic supervisory feedback (SSF) using CAFIAS on the behaviors of a field hockey coach and her team were examined. The investigation was divided into four phases. During Phase I the coach was videotaped five times to provide baseline data. In Phase II the coach was videotaped nine times and was provided with SSF. At the conclusion of the intervention, five practices were videotaped for Phase III. One year later, in Phase IV, the coach was again videotaped for five practices. Descriptive statistics were calculated and comparisons were made between the behaviors exhibited in Phases I and III as well as Phases III and IV. Praise and information increased, and directions and criticism decreased from Phases I and III. These changes were evident 1 year later. This investigation demonstrates that even the behaviors of an experienced coach can be altered using SSF and that these changes can be sustained over time.
B. Ann Boyce
This field-based study investigated the effect of an instructional strategy with two schedules of augmented knowledge-of-performance (KP) feedback on skill acquisition of a selected shooting task. Students enrolled in university rifle classes (N=135) were randomly assigned to one of three conditions: (a) instructional strategy (IS) with KP feedback after every trial, (b) IS with summary KP feedback, and (c) no IS with no KP feedback. Data collection consisted of (a) a pretest phase (one set of five trials) and (b) an acquisition phase (four sets of five trials). Instructional integrity was maintained during data collection so that students were treated as class participants. The findings indicated that (a) the presence of the instructional strategy in conjunction with the two feedback schedules appeared to positively effect the overall shooting performance as compared to no strategy/no KP, (b) the effects of the two KP schedules did not statistically differ from one another, and (c) the significant effect for trials indicated that as shooting practice progressed subjects in all three conditions appeared to improve.
Tracy L. Pellett and Joyce M. Harrison
This study examined low- and high-skilled students’ (N = 68) immediate practice success in response to a teacher’s specific, congruent, and corrective feedback for different tasks (extension, refinement, and application). Data were gathered from an introductory 11-day volleyball unit taught to female seventh and eighth graders (two intact classes) by a physical education specialist. Practice success immediately after teacher feedback was characterized by significant improvement in performance by both ability groups for extension, refinement, and application tasks for the pass and refinement and application tasks for the set.
Lawrence E. M. Grierson, Claudia Gonzalez and Digby Elliott
This study was designed to examine the importance of vision to corrective processes associated with a mechanical perturbation to the limb during goal-directed aiming. With a hand held stylus, under vision and no vision conditions, performers reached to a target represented by the intersection of perpendicular lines. The stylus was connected to an air compressor and engineered such that 80 ms following movement initiation reaches were perturbed by a short air burst either in the direction of, or opposite to, the movement. Spatial position analysis of the limb at early kinematic landmarks revealed that the single direction bursts were successful in advancing and hindering the movement progress. Furthermore, within subject trial-to-trial variability analysis indicated that performers adopted different control strategies for dealing with the perturbations depending on the availability of vision. The present findings suggest that a continuous form of online control is exercised during the early portions of the aiming trajectories. This form of control may be mediated by visual or proprioceptive information.
This case study of a student teacher (ST) and her cooperating teacher (CT) employed an AB1B2A reversal design over an entire high-school-level student teaching practicum to determine the effect of a two-way, bug-in-the-ear radio device on dyadic intralesson communication characteristics, participant role satisfaction with the device, and attitude toward using the device and additional equipment. Likert-scale, postlesson questionnaires measured participant satisfaction with their roles, the communication, and equipment. An exit interview was conducted to obtain explanations for data trends. Intralesson communication was characterized by its short duration (M = 15.8 s) and low rate (M = 0.25 communications/min). It was predominantly CT-initiated, management oriented, neutral, and specific. And it was balanced between descriptive, prescriptive, and interrogative comments. Analysis of exit interviews revealed three themes to explain characteristics of and responses to communication, and the devices used to elicit it: CT/ST interpersonal and professional compatibility, role clarity, and commitment to perceived role function. The radio device/intervention did not differentiate communication characteristics from baseline or reversal phases; however, participants identified it as a discrete and immediate communication tool that promoted ST “with-it-ness” and autonomy.
Courtney Sullivan, Johann C. Bilsborough, Michael Cianciosi, Joel Hocking, Justin T. Cordy and Aaron J. Coutts
To determine the physical activity measures and skill-performance characteristics that contribute to coaches’ perception of performance and player performance rank in professional Australian Football (AF).
Physical activity profiles were assessed via microtechnology (GPS and accelerometer) from 40 professional AF players from the same team during 15 Australian Football League games. Skill-performance measure and player-rank scores (Champion Data Rank) were provided by a commercial statistical provider. The physical-performance variables, skill involvements, and individual player performance scores were expressed relative to playing time for each quarter. A stepwise multiple regression was used to examine the contribution of physical activity and skill involvements to coaches’ perception of performance and player rank in AF.
Stepwise multiple-regression analysis revealed that 42.2% of the variance in coaches’ perception of a player’s performance could be explained by the skill-performance characteristics (player rank/min, effective kicks/min, pressure points/min, handballs/min, and running bounces/min), with a small contribution from physical activity measures (accelerations/min) (adjusted R 2 = .422, F 6,282 = 36.054, P < .001). Multiple regression also revealed that 66.4% of the adjusted variance in player rank could be explained by total disposals/min, effective kicks/min, pressure points/min, kick clangers/min, marks/min, speed (m/min), and peak speed (adjusted R 2 = .664, F 7,281 = 82.289, P < .001). Increased physical activity throughout a match (speed [m/min] β – 0.097 and peak speed β – 0.116) negatively affects player rank in AF.
Skill performance rather than increased physical activity is more important to coaches’ perception of performance and player rank in professional AF.
Michael B. Martin and Mark H. Anshel
Two experiments were conducted to examine the effect of self-monitoring (SM) strategies on motor performance of varied difficulty. In a pilot test, participants’ perceptions of task difficulty agreed with performance on the easy task. Participants perceived the hard task to be significantly more difficult than indicated by the performance scores and perceived the easy task to be significantly less difficult than their performance on the complex task (p < .05). In the subsequent experiment, subjects performed 90 trials on either the difficult or easy motor task using either positive self-monitoring (PSM), negative self-monitoring (NSM), or no self-monitoring. MANOVAs indicated that PSM resulted in superior performance in comparison to NSM across trials while performing the difficult task (p < .05). In the easy task, PSM was inferior to NSM on motor performance across trials (p < .01). Further results also indicated that negative affect significantly decreased for PSM performing the difficult task, and for NSM performing the easy task.