Movement Analysis as a Generic Ability of Physical Education Teachers and Students

Visual Recognition of a Gymnastics Skill by Experienced and Inexperienced Instructors

“…This follows similar findings in at least two earlier studies (Biscan & Hoffman, 1976;Hoffman & Sembiante, 1975), and suggests that analytical proficiency may actually decline rather than improve with teaching experience. If recognition performance reflects the ability of subjects to hold in short-term memory information regarding the learner's response, and if this information is essential to accurate evaluation of the learner's response, results of the present study suggest that veteran physical education teachers will correctly diagnose a learner's response no more than 47% of the time, and then only if they have the opportunity to observe the performance twice.…”

“…Experienced teachers more accurately recognized differences between a stimulus film depicting a familiar sport performance (prototype) and a series of test films depicting variations in the prototype performance (Biscan & Hoffman, 1976;Hoffman & Sembiante, 1975). That the observed differences were due to task-specific experience and not to generic perceptual or analytic ability was underscored by the fact that no between group differences in recognition performance were observed when the prototype and test films displayed a novel response equally unfamiliar to all observers.…”

Effects of Teaching Experience, Knowledge of Performer Competence, and Knowledge of Performance Outcome on Performance Error Identification

“…Failure to observe large differences in error detection proficiency appeared to be more the result of exceptionally high scores for the novice teachers rather than a generally poor performance for the experienced teachers. A similar tendency for undergraduate physical education students to demonstrate unusually high proficiency on an analytic task was disclosed in an earlier study (Biscan & Hoffman, 1976), suggesting that motivational factors and the effects of a professional program may' have played a significant role in shaping the analytical ability of the novice teachers.…”

“…Data from a number of studies appear to implicate teaching experiences as variables that contribute to performance in a variety of analytic-like tasks, including: (a) recall of details of a briefly presented sports skill (Moody, 1967), (b) identification of discrepancies between a standard visually presented model and various deviations from the model (Biscan & Hoffman, 1976;Hoffman & Sembiante, 1975), and (c) recognition of the presence or absence of specific features in a fundamental motor pattern (Hoffman & Armstrong, 1975). In none of these studies, however, were stringent controls applied to the nature and amount of teaching experience with the criterion skill; thus the principal question lacks a definitive answer.…”

The Heuristic Value of regarding Classroom Instruction as an Aesthetic Medium

“…This model of the current performance is compared to a mentally held image of criterion performance, a prototype or schema (Biscan & Hoffman, 1976). …”