SQ12

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University of Manitoba *

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2660

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Health Science

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Feb 20, 2024

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docx

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Uploaded by EarlResolveCheetah321

1. Describe the off-task behaviors of the speed skaters at practices in the project by Connie Wanlin.  Goal-setting - the skaters were encouraged to set written weekly goals for number of laps skated and drills completed, and to use their weekly goals to set written daily practice goals for each behaviour  Self-monitoring - they recorded their daily performance in their log books, evaluated their performance at the end of each practice  Performance feedback - met with Connie once per week to discuss their progress and receive feedback 2.In several sentences, describe the three steps of the strategy followed by Connie Wanlin to decrease off-task practice behaviour of the speed skaters - The skaters participated in a goal setting, self-monitoring, and performance feedback project. Skaters set weekly goals for laps and completed drills and use the weekly goals to create daily practice goals. They recorded the behaviour in their logbooks, evaluating performance at the end of each practice, and met w connie to discuss progress and receive feedback once a week. 3. Define stimulus control. How was it involved in the program with speed skaters developed by connie?  Stimulus control is the degree of correlation between a stimulus and a behaviour. Good stimulus control refers to a strong correlation between the occurrence of a particular stimulus and the occurrence of a particular response (when the stimulus occurs, the response is likely to follow)  For example: the stimulus of setting goals for practice and their behaviour being recorded encouraged the skaters to perform the desired behaviours. Their logbooks acted as a stimulus control, it served as a reminder to the athlete to stay focused and provided immediate reinforcement by showing concrete evidence of the athlete's accomplishments during practice 4. Consider the goals set for the speed skaters at the beginning of this chapter. Which of the three types of goals exemplified by the goals of the speed skaters? Justify your choice.  Goal setting: Skaters were encouraged to set written weekly goals for number of laps skated and drills completed, and to use their weekly goals to set written daily practice goals for each behavior.  Self-monitoring: They recorded their daily performance in their logbooks.  Performance feedback: evaluated their performance at the end of each practice, and met with Connie once per week to discuss their progress and receive feedback. 5. In two or three sentences, and with some examples, distinguish between skill deficiencies vs. The types of problem behaviors addressed in this chapter.

 Skill deficiencies are difficulties performing various athletic skills, such as not following through  When throwing a baseball, whereas problem behaviors include a variety of disruptive, nonathletic  Activities that interfere with athletic performance and/or create aversiveness for others like destroying Equipment. 6.In a sentence or two each, describe five possible causes of problem behaviours shown by young athletes at pratices.  Some problem behaviours stem from a lack of understanding by young athletes as to what is expected of them at practices  Some problem behaviours may occur at practices because they are immediately followed by natural reinforcers including peer interaction well the desirable alternative behaviours do not lead to immediate reinforcers  In some cases, athletes may show problem behaviours because they do not have the skills to earn rewards for skilled athletic performance  Still other problem behaviours may stand from the emotional side effects of operant extinction  Still other problem behaviours may stem from the interpersonal interactions of the athletes away from the athletic environment 7. In such situations, the coach must be careful not to inadvertently provide a great deal of attention to Jason only following emotional outburst. That may serve to reinforce, and worsen, the problem. Also, the coach should refrain from labelling effects of extinction. In such situations , the coach must be careful not to inadvertently That may Jason as a poor sport and blaming him for his increase of problem behaviors . What the coach might do is to talk the situation over with Jason away from the athletic environment, have Jason set personal goals ( including being a good team player), encourage him to work toward self -improvement, and deliberately provide a little extra feedback for Jason contingent upon self -improvement. At all costs, the coach must avoid ignoring Jason and concentrating mainly on the new superstar. 8. For a sport with which you are familiar (other than figure skating), list at least five desirable behaviours and five undesirable behaviours for young athletes at a typical practice. Desirable:  Stay focused  Listen to the coachs instructions  Be respectful  Encourage others  Accept feedback and improve on it

Undesirable:  Don't cheat on practice drills  Don't be disrespectful  "goofing off"  Late/Unprepared for practice  being aggressive towards teammates 9. When formulating rules and consequences for rule violations, coaches should be encouraged to ask several questions:  Are the rules reasonable?  How well do particular rules contribute to the effectiveness of practices?  Are there frequent positive consequences for following the rules?  Are the negative consequences for rule violations fair to the individual involved, and to the rest of the team? 10. Briefly describe 4 steps that a coach might take at the beginning of the season, regarding rules and consequences, to minimized chances of problem behaviours occurring in the first place.  At the beginning of the season, if a coach identifies reasonable rules concerning desirable and undesirable behaviours of athletes  Identifies consequences for rule violations, obtains a commitment from the athletes to follow all the rules  Monitors desirable and undesirable behaviour during the season, and provides feedback  Then the coach will have taken giant steps to minimize the chances of problem behaviours occuring 11. What are three positive consequences of MCkenzie and Rushalls use of the program boards at swimming practices  When the distance is swam before the program boards were introduced were compared with the distances from after the program boards were introduced, there is an average increase for all summers of 27%  These are the program boards on summers to continue with practice activities on an independent basis; They did not have to wait at the end of the pool for instructions from coaches  Most of the swimmer's preferring to use the program boards 12. The five plausible reasons why the program boards used by Mckenzie and Rushall exerted a positive influence on the swimmers  Clear prompt to move to the next set (independence)

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