Error in Performance

and Correct Techniques

Learner's Module in SPS 8
Quarter 2 ~ Module 1

BEN B. BOYOTEN
Developer
Department of Education • Cordillera Administrative Region
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Cordi llera Administrative Region
SCHOOLS DIVISION OF BAGUIO CITY
No. 82 Military Cut-Off, Baguio City

Published by:
Learning Resource Management and Development System

COPYRIGHT NOTICE
2020

Section 9 of Presidential Decree No. 49 provides:

―No copyright shall subsist in any work of the Government of the Philippines. However,
prior approval of the government agency or office wherein the work is created shall be
necessary for exploitation of such work for profit.‖

This material has been developed for the implementation of the K-12 Curriculum through the
Curriculum Implementation Division (CID)—Learning Resource Management and
Development System (LRMDS). It can be reproduced for educational purposes and the source
must be acknowledged. Derivatives of the work including creating an edited version, an
enhancement, or a supplementary work are permitted provided all original work is
acknowledged and the copyright is attributed. No work may be derived from this material for
commercial purposes and profit.

II
 What I Need to Know

Welcome learners to this learning module on Identify Error in Performance and

Able to Correct Techniques.

Coaching is a process of motivating, teaching, guiding, and training an

individual athlete to prepare him/her in competition. Inculcating the proper skills,
techniques, and values that they can apply to be successful in their own specific event
or in their daily life‘s. Evaluating and correcting error will h ave a great impact to the
athlete to improve more on their skills and talents.

In this learning material you will be answering activities related to the topic and
you will become a coach to feel what a coach is, on what are the thing to be done in
and identifying error and correcting error of your own athlete.

By the end of this learning you will be expected to:

1. Identify on how to detect errors.

2. Ways / Techniques to correct the error.

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 WHAT I KNOW
PRE ASSESTMENT. Direction: Read and analyze each statement carefully. Choose
the letter of the best answer. Write your answer on the answer sheet provided.

1. It is a complex mixture of biomechanical function, emotional factors, and

training techniques.
A. sport performance C. mechanics
B. error D. sport

2. It is an act that through ignorance, deficiency, or accident departs from or fails

to achieve what should be done.
A. sport performance C. mechanics
B. error D. sport

3. It is an error made not because athletes do not know how to execute the skill,
but because they have made a mistake in executing what they do know.
A. skill error C. performance error
B. learning error D. none of the above

4. It is ignoring a misbehavior neither rewarding nor disciplining.

A. extinction C. external force
B. internal force D. performance error

5. These are instances occur due to athletes don‘t know how to perform a skill;
that is, they have not yet developed the correct motor pattern in the brain to
perform a particular skill.
A. motor error C. performance error
B. learning error D. none of the above

6. Correcting one error often motivates athletes to correct other errors.

A. false C. disagrees
B. true D. none of the above

7. One of a good characteristics of an athlete to her/his coach

A. ignores your coach C. listen and obey your coach
B. discriminates your coach D. shout your own coach

8. The reasons athletes are not performing as well as they know how; perhaps
they are nervous, or maybe they get distracted by the competition setting. In
this situation what specific error should this be classified.
A. skill error C. performance error
B. learning error D. none of the above

3
 9. A corrective way to help an athlete improved today and in the future.
A. Downloading C. Increasing
B. Discipline D. Overloading

10. Never discipline athletes for making errors when they are competing.
A. disagrees C. true
B. false D. none of the above

11. Players can become very despondent if they feel they are not being
supported.
A. disagrees C. true
B. false D. none of the above

12. As a coach, explain and demonstrate to the athlete what should be done in
committing an error on a specific skill.
A. disagrees C. true
B. false D. none of the above

13. Be bossy and make the player aware that you have the solutions for him
and are determined to help him improve.
A. disagrees C. true
B. false D. none of the above

14. In what part of correcting technical error is this. Watch the players closely to
see what kind of errors they make. If the errors occur consistently in both
training and matches, then these are ‗technical‘ errors and could be
correctable.
A. support the player C. offer solution
B. gives feedbacks D. spot the problem

15. In what part of correcting technical error is this. When you‘ve worked out
what needs to be done, make sure you give the player feedback in the right
circumstances.
A. support the player C. offer solution
B. spot the problem D. give feedback

What’s In

A common occurrence that all athletes encounter is performance errors. Since

mistakes are normal, it is beneficial to help athletes accept that errors will occur in
sport. Coaching is about teaching students / athlete‘s how to compete by teaching them
technique, fitness, and values. It‘s also about ―coaching‖ student athletes before, during,
and after interscholastic competitions. Evaluating errors have a great impact

4
 in correcting techniques in each specific field of sports. In this learning material,
learners will be able to identify errors in performance and able to correct techniques.

WHAT’S NEW
ACTIVITY 1 ANALYZE ME. Analyze the picture given below. Choose whether it
is Coach Correcting Errors or Coach Observing Errors. Write your answer on the
separate answer sheet provided.

2. _____________________________

4. ________________________

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 What is It
Error- an act that through ignorance, deficiency, or accident departs from or
fails to achieve what should be done

Sport performance -is the way sport participation is measured. Spor

performance is a complex mixture of biomechanical function, emotional factors, an
training techniques. Performance in an athletic context has a popular connotation of
representing the pursuit of excellence, where an athlete measures his or he
performance as a progression toward excellence or achievement.

Detecting Error on Learning and Performance

1 .Learning errors are those that occur because

athletes do not know how to perform a skill; that is,
they have not yet developed the correct motor pattern
in the brain to perform a particular skill.

2.Performance errors are made not because athletes

do not know how to execute the skill, but because they
have made a mistake in executing what they do know.
There is no easy way to know whether an athlete is
making learning or performance errors, and part of the art of coaching is being able to
sort out which type of error each mistake is. The process of helping athletes to correct
errors begins with your observing and evaluating their performances to determine if the
mistakes are learning or performance errors. Carefully watch your athletes to see if
they routinely make the errors in both practice and interscholastic competition settings,
or if the errors tend to occur only in competition settings. If the latter is the case, then
your athletes are making performance errors. For performance errors, you need to look
for the reasons your athletes are not performing as well as they know how; perhaps
they are nervous, or maybe they get distracted by the competition setting. Find out the
reason for the decline in performance and help them to tackle those issues. If the
mistakes are learning errors, then you need to help them learn the skill, which is the
focus of this section. When correcting learning errors, there is no substitute for the
coach knowing the skills well. The better you understand a skill—not only how it is
performed correctly but also what causes learning errors—the more helpful you will be
in correcting mistakes. One of the most common coaching mistakes is to provide
inaccurate feedback and advice on how to correct errors. Do not rush into error
correction; wrong feedback or poor advice will hurt the learning process more than no
feedback or advice at all. If you are uncertain about the cause of the problem or how to
correct it, continue to observe and analyze until you are sure. As a rule, you should see
the error repeated several times before attempting to correct it.

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Ways in Correcting Techniques

A. CORRECTING TECHNICAL ERROR FOR ATHLETES:

1. SPOT THE PROBLEM

Watch the players closely to see what kind of errors they make. If the errors
occur consistently in both training and matches, then these are ‗ technical‘ errors
and could be correctable. These are fixed by working on a specific part of the
player‘s technique. If the errors that you spot occur during matches only, then
they are ‗performance‘ errors and less of a problem.

2. GATHER EVIDENCE
While observing a player, gather as much
evidence as you can to help you work out how
serious the problem is and how it can be fixed.
Statistics on how often the error occurs and
video footage are both valuable tools if you are
able to get them. A lot of players will be unaware
that they are making recurring errors,

so evidence is essential to convince them.

3. OFFER SOLUTIONS
To persuade a player that he has a flaw in his game, you will need to provide
him with a solution to his problem rather than just simply point out a series of
faults. You should think carefully about what you are going to say before
speaking to the player – and when you tackle the issue, have a clear idea about
how you are going to help him overcome his technical problems.

4. GIVE HIM FEEDBACK

When you‘ve worked out what needs to be done, make sure you give the p
feedback in the right circumstances. Wait until the player does somethin can
praise and then use this as an opportunity to address the problem th want to
raise. Be positive and make the player aware that you have solutions for him
and are determined to help him improve.

5. TAKE ACTION

Once you‘ve explained the problem to your player and made him understand
the need for corrective action, make sure you demonstrate different ways to
help eradicate the flaw in his game. Spend time with the player at training while
he practices his technique and try to put him in situations that will give him
plenty of opportunity to test out your solutions.

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 6. SUPPORT THE PLAYER
Don‘t just identify the problem and then let players get on with his game. Make
sure you offer support and give regular feedback on how the player is
progressing. Be aware that correcting ingrained errors does not happen quickly
and in many cases the skill can get worse before it gets better. Players can
become very despondent if they feel they are not being supported.

B. CORRECT ONE ERROR AT A TIME

Let us look at an example from a volleyball coach. Suppose one of your outside
hitters is having trouble with her hitting. She‘s doing most things well, but you notice that
she‘s swinging her arms forward and up rather late as she approaches the ball, and
she‘s contacting the ball behind her hitting shoulder, thus causing her spikes to sail high.
What do you do? First, decide which error to correct first, because athletes learn more
effectively when they attempt to correct one error at a time. Determine whether one
error is causing the other; if so, have the athlete correct that error first, because it may
eliminate the other error. In this volleyball example, raising her arms late may be
causing her to contact the ball behind her hitting shoulder, so you should correct her late
arm motion first. In cases where neither error necessarily causing the other, correct the
error that will bring the greatest improvement when remedied. Correcting one error often
motivates athletes to correct other errors.

C. USE POSITIVE FEEDBACK TO CORRECT ERRORS

The positive approach to correcting errors includes
emphasizing what to do instead of what not to do. Use
compliments, praise, rewards, and encouragement to correct
errors. Acknowledge correct performance as well as efforts to
improve. By using positive feedback, you can help your athletes
feel good about themselves and promote a strong desire to
achieve. When you are working with one athlete at a time, the
positive approach to correcting errors includes four steps:

1. Praise effort and correct performance.

Praise the athlete for trying to perform a skill correctly and for performing any
parts of it correctly. Praise the athlete immediately after he or she performs the
skill, if possible. Keep the praise simple: ―Good try,‖ ―Way to hustle,‖ ―Good form,
―or ―That‘s the way to follow through.‖ You can also use nonverbal feedback,
such as smiling, clapping your hands, or any facial or body expression that
shows approval. Make sure you are sincere with your praise. Do not indicate that
an athlete‘s effort was good when it was not. Usually an athlete knows when he
has made a sincere effort to perform the skill correctly and perceives undeserved
praise for what it is—untruthful feedback to make

8
 him feel good. Likewise, do not indicate that an athlete‘s performance was
correct when it was not

2. Give simple and precise feedback to correct errors.

Do not burden an athlete with a long or detailed explanation of how to correc an
error. Give just enough feedback that the athlete can correct one error at time.
Before giving feedback, recognize that some athletes readily accept
immediately after the error;others will respond better if you slightly delay th
correction. For errors that are complicated to explain and difficult to correct, t
the following:

 Explain and demonstrate what the athlete should have done. Do no

demonstrate what the athlete did wrong.
 Explain the cause or causes of the error, if it isn‘t obvious.
 Explain why you are recommending the correction you have selected, if
it‘s not obvious.

3. Make sure the athlete understands your feedback.

If the athlete doesn‘t understand the feedback, she won‘t be able to correct the
error. Ask the athlete to repeat the feedback and to explain and demonstrate
how it will be used. If she can‘t do this, be patient and present your feedback
again. Then ask the athlete to repeat the feedback after you‘re finished.

4. Provide an environment that motivates the athlete to improve. Your athletes

won‘t always be able to correct their errors immediately, even if they do
understand your feedback. Encourage them to ―hang tough‖ and stick with it
when corrections are difficult or they seem discouraged. For more difficult
corrections, remind them that it will take time, and the improvement will happen
only if they work at it. Encourage athletes with little self-confidence. For
example, a basketball coach might say something like, ―You‘re doing a great job
aligning your shoulder and hips, squaring your feet, and following through after
your release when you shoot your free throws. With more practice, and a set
routine, you‘ll be able to relax more and drain your free -throw shots in no time.‖
This can motivate an athlete to continue to refine her free throws. Other athletes
may be very self-motivated and need little help from you in this area; with them
you can practically ignore step 4 when correcting an error. Although motivation
comes from within, try to provide an environment of positive instruction and
encouragement to help your athletes improve. A final note on correcting errors:
Team sports provide unique challenges in this endeavor. How do you provide
individual feedback in a group setting using a positive approach? Instead of
yelling across the field to correct an error (and embarrass the athlete), substitute
for the athlete who erred, and then make the correction off to the side. This type
of feedback has three advantages:

•The athlete will be more receptive to the one -on-one feedback.

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 •The other athletes are still active and still practicing skills and unable to
hear your discussion. Because the rest of the team is still competing, you‘ll fee
compelled to make your comments simple and concise— which is more helpful to
the athlete. This doesn‘t mean you can‘t use the team setting to give specific
positive feedback. You can do so to emphasize correct group and individua
performances. Use this team feedback approach only for positive statements,
though. Keep negative feedback for individual discussions.

D.DEALING WITH MISBEHAVIOR

Student athletes will misbehave at times; it‘s only natural. You can respondto
misbehavior in two ways: extinction or discipline.

Extinction
Ignoring a misbehavior neither rewarding nor
disciplining it is called extinction. This can be
effective in certain circumstances. In some
situations, disciplining middle schoolers‘
misbehavior only encourages them to act up

further because of the recognition they get.

Ignoring misbehavior teaches students that it is not worth your attention. Sometimes,
though, you cannot wait for a behavior to fizzle out. When athletes cause danger to
themselves or others or disrupt the activities of others, you need to take immediate
action. Tell the offending athlete that the behavior must stop, and that discipline will
follow if it doesn‘t. If the athlete doesn‘t stop misbehaving after the warning, use
discipline. Extinction also doesn‘t work well when a misbehavior is self-rewarding. For
example, you may be able to keep from grimacing if a student kicks you in the shin,
but even so, he still knows you were hurt Therein lies the reward. In these
circumstances, it is also necessary to discipline the athlete for the undesirable
behavior. Extinction works best in situations in which athletes are seeking recognition
through mischievous behaviors, clowning, or grandstanding. Usually, if you are patient,
their failure to get your attention will cause the behavior to disappear.

However, be sure that you don‘t extinguish desirable behavior. When students do
something well, they expect to be positively reinforced. Not rewarding them will likely
cause them to discontinue the desired behavior.

Discipline

Some educators say we should never discipline students, but should only reinforce
their positive behaviors. They argue that discipline does not work, that it creates
hostility and sometimes develops avoidance behaviors that may be more
unwholesome than the original problem behavior. It is true that discipline does not
always work and that it can create problems when usedineffectively, but when used
appropriately, discipline is effective in eliminating undesirable behaviors withou
creating other undesirable consequences. You must use discipline effectively,

10
because it is impossible to guide athletesthrough positive reinforcement and extinction
alone. Discipline is part of the positive approach when these guidelines are followed:
 ¾ Discipline in a corrective way to help athletes improve now and in the future.
Don‘t discipline to retaliate and make yourself feel better.
 ¾ Impose discipline in an impersonal way when athletes break team rules or
otherwise misbehave. Shouting at or scolding athletes indicates that your
attitude is one of revenge.
 ¾ Once a rule has been agreed upon, ensure that athletes who violate it
experience the unpleasant consequences of their misbehavior. Don‘t wave
discipline threateningly over their heads. Just do it but warn an athlete once
before disciplining. Be consistent in administering discipline.
 ¾ Don‘t discipline using consequences that may cause you guilt. If you can‘t think
of an appropriate consequence right away, tell the athlete you will talk with her
after you think about it. You might consider involving the athlete in designing a
consequence.
 ¾ Once the discipline is completed, don‘t make athletes feel that they are ―in the
doghouse.‖ Always make them feel that they‘re valued members of the team. x
Make sure that what you think is discipline isn‘t perceived by the athlete as
a positive reinforcement, for instance, keeping an athlete out of doing a
certain drill or portion of the practice may be just what the athlete desired. x
Never discipline athletes for making errors when they are competing.
 ¾ Never use physical activity—running laps or doing push-ups—as discipline. To
do so only causes athletes to resent physical activity, something we want them
to learn to enjoy throughout their lives.
 ¾ •Discipline sparingly. Constant discipline and c riticism cause athletes to turn
their interests elsewhere and to resent you as well.

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 What’s More
ACTIVITY 1. MATCH ME: Direction: Match column A to Column B.

COLUMN A COLUMN B.
1. Watch the players closely to see what kind of errors a. learning error
they make. b. extinction
2. Have a clear idea about how you are going to help him c. spot the problem
overcome his technical problems. d. sport performance
3. Make sure you give the player feedback in the right e. take action
circumstances. f. error
4. Gather as much evidence as you can to help you work g. performance error
out how serious the problem is and how it can be fixed h. discipline
5. An act that through ignorance or deficiency i. gather evidence
6. Spend time with the player at training while he j. give him feedback
practices his technique. k. support the player
7. Make sure you offer support and give regular feedback l. offer solution
on how the player is progressing.
8. Ignoring a misbehavior neither rewarding nor
disciplining it is called
9. Occur because athletes don‘t know how to perform a
skill
10. Made not because athletes don‘t know how to execute
the skill, but because they have made a mistake in
executing what they do know.

WHAT I HAVE LEARNED

Write concepts or ideas which you have learned in the lesson

1. Error on performance: a. b.

2. Correcting technical errors:

a) __________________________________________________________
b) __________________________________________________________
c) __________________________________________________________
d) __________________________________________________________
e) __________________________________________________________
f)

12
3. Use positive feedbacks to correct errors
a.
b.
c.
d.

WHAT I CAN DO:

Activity 1. MY IMPROVEMENT. As an athlete you commit error or mistake
during your training especially on the skills that you are executing. Narrate how do
your coach help you to overcome the errors you committed or how your coach helps
you to improve your skills.

Activity 2: AS A COACH. Assuming you are the coach of your own event. Cite
errors that you observe from your athlete during the practice/drills. To help your athlete
improve or overcome the error, complete the table using the 6 steps in correcting
technical error.

SPOT THE PROBLEM

GATHER EVIDENCE

OFFER SOLUTIONS

GIVE HIM FEEDBACK

TAKE ACTION

SUPPORT THE PLAYER

13
 POST ASSESTMENT
Direction:
Read and analyze each statement carefully. Choose the letter of the best
answer. Write your answer on the answer sheet provided.

1. It is a complex mixture of biomechanical function, emotional factors, and

training techniques.
A. sport performance C. mechanics
B. error D. sport

2. It is an act that through ignorance, deficiency, or accident departs from or fails

to achieve what should be done.
A. sport performance C. mechanics
B. error D. sport

3. It is an error made not because athletes do not know how to execute the skill,
but because they have made a mistake in executing what they do know.
A. skill error C. performance error
B. learning error D. none of the above

4. It is ignoring a misbehavior neither rewarding nor disciplining.

A. extinction C. external force
B. internal force D. performance error

5. These are instances occur due to athletes don‘t know how to perform a skill;
that is, they have not yet developed the correct motor pattern in the brain to
perform a particular skill.
A. motor error C. performance error
B. learning error D. none of the above

6. Correcting one error often motivates athletes to correct other errors.

A. false C. disagrees
B. true D. none of the above

7. One of a good characteristics of an athlete to her/his coach

A. ignores your coach C. listen and obey your coach
B. discriminates your coach D. shout your own coach

8. The reasons athletes are not performing as well as they know how; perhaps
they are nervous, or maybe they get distracted by the competition setting. In
this situation what specific error should this be classified.
A. skill error C. performance error
B. learning error D. none of the above

14
9. A corrective way to help an athlete improved today and in the future.
A. Downloading C. Increasing
B. Discipline D. Overloading

10. Never discipline athletes for making errors when they are competing.
A. disagrees C. true
B. false D. none of the above

11. Players can become very despondent if they feel they are not being
supported.
A. disagrees C. true
B. false D. none of the above

12. As a coach, explain and demonstrate to the athlete what should be done in
committing an error on a specific skill.
A. disagrees C. true
B. false D. none of the above

13. Be bossy and make the player aware that you have the solutions for him
and are determined to help him improve.
A. disagrees C. true
B. false D. none of the above

14. In what part of correcting technical error is this. Watch the players closely
to see what kind of errors they make. If the errors occur consistently in both
training and matches, then these are ‗technical‘ errors and could be
correctable.
A. support the player C. offer solution
B. gives feedbacks D. spot the problem

15. In what part of correcting technical error is this. When you‘ve worked out
what needs to be done, make sure you give the player feedback in the right
circumstances.
A. support the player C. offer solution
B. spot the problem D. give feedback

15
KEY ANSWER

16
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hing++skill+in+sports+&gs_lcp=CgNpb WcQA1 DZO1
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