Decision Making in Sport
The Role of Error Detection and Correction
Cheryl Coker
New Mexico State
University
The successful performance of many skills depends not only on correct technique but also on the speed and accuracy with which the performer assesses the situation and decides how to best respond. For example, a goalkeeper has fractions of a second to not only decide where the shot will go and what movement will intercept it but to also execute that movement. Any delays in decision-making will therefore result in a slower response. One factor that causes such delays is uncertainty. Research has shown that as the number of response alternatives increases, so too does the time needed for the performer to prepare a response (Hick, 1952). Consequently, when performance success is dependent on quick decision-making, teachers should be aware of strategies that can reduce uncertainty in order to facilitate learning and performance. One such strategy is directing the learner’s attention to critical cues in the environment.
Error Detection:
¨ Watch the performance several times to determine the consistent error
¨ Once you find an error, determine what is causing it
¨ Need to differentiate between moving slowly and initiating movement slowly
o Slow movement execution = technique problem
o Slow movement initiation = decision-making problem
Error Correction for Decision Making Problems:
o Research has shown that distinct differences exist in visual search strategies for novices and experts
1. Direct learners to information rich areas where the critical cues occur. For example:
a) Pitcher’s release point
b) Opponent’s center of gravity
c) Pattern and configurations inherent in basketball
NOTE: If the cue is too specific or does not occur frequently, paying attention to it could hinder performance. For example, telling a 7 year old to watch for a certain spin on the ball, as it reveals the type of pitch, will cause the child to direct so much of their attentional resources at trying to see the spin, that the execution of the swing will be negatively impacted.
2. Teach learners to study opponent and situational tendencies
Examples:
a) A player always looks at teammate before passing to him or her
b) 3-0 count in softball, next pitch is probably a fastball
3. Provide extensive practice opportunities in situations that contain common task relevant cues
4. Include a great deal of variability in those context situations while still requiring the learner to search for the same cues each attempt. This variability will prepare the learner to generalize their visual search strategies for performance or game situations.
References and
Recommended Readings
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continuous fine motor catching task. Journal of Motor Behavior, 23, 239-300
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Skill Acquisition, Research Quarterly for Exercise and Sport, 69(2), 104-110.
Shank, M.D. & Haywood, K.M. (1987). Eye movements while viewing a baseball pitch.
Perceptual and Motor Skills, 64, 1191-1197.
Williams, A.M. & Davids, K. (1998). Visual search strategy, selective attention, and
expertise in soccer. Research Quarterly for Exercise and Sport, 69(2), 111-128.
Williams, A.M., Davids, K., Burwitz, L. & Williams, J.G. (1994). Visual search strategies in
experienced and inexperienced
soccer players. Research Quarterly for Exercise and
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