Effect of Exposure to Prototypic Skill and Experience in Identification of Performance Error

Abstract

This study investigated the effect of type and length of exposure to a prototypic skill and experience in discriminating correct from incorrect performance on proficiency in detecting errors. Subjects were 24 physical education majors. Experimental groups received one or three exposures to prototypic skilled performances of the volleyball serve, spike, and block through either a visual or audio-visual mode. Practice in discrimination was provided through the use of skill checklists applied in the reciprocal style of teaching. Proficiency in detection of error was assessed by subjects' ability to recognize errors in performance by occurrence and identification. Data were analyzed in a 2 × 3 × 3 × 2 analysis with repeated measures on the last three factors to investigate the effects of treatment type, number of exposures, skill type, and practice. A Pearson correlation was computed to determine if a relationship existed between knowledge of performance and ability to detect error. Only the visual mode and one exposure to prototypic skilled presentations produced superior detection of error, although performance on the spike was inferior to that on serve and block. Practice in discriminating between correct and incorrect performance had a significant effect on all groups. The Pearson correlation between knowledge of performance and detection of error was –.71.