|Turns, Flips, and Lifts: Applications of Behavior Analysis to Increase Sport Performance|
|Sunday, May 29, 2022|
|4:00 PM–4:50 PM |
|Meeting Level 1; Room 102A|
|Area: DEV; Domain: Applied Research|
|Chair: Arezu Alami (Brock University)|
|CE Instructor: Arezu Alami, M.A.|
Participation in sports allows children, youth, and adults to access the numerous physical, physiological, and psychological benefits of physical activity (Riera & Moragas, 2021). However, globally, 81% of children and youth and 28% of adults do not meet the recommended daily amount of physical activity (World Health Organization, 2020). This symposium includes three diverse empirical papers that explore the application of behavior analysis to improve sport performance among children, youth, and adults. Cochrane and colleagues will present a study evaluating the effectiveness of a peer-implemented video feedback intervention to increase proper deadlifting form with three adults. Bajcar and Zonneveld will present a study evaluating the effectiveness of a modified TAGteach intervention package to improve the accurate and fluent performance of gymnastics skills to children via synchronous videoconferencing. Finally, Giambrone & Miltenberger will present a study evaluating the use of video self-evaluation to improve the correct performance of dance movements with adolescents on a competitive dance team. The results of each will be discussed within the context of limitations and implications for future research.
|Instruction Level: Intermediate|
|Keyword(s): Exercise, Feedback, Sports, Videoconferencing|
|Target Audience: |
Intermediate: Attendees should have a familiarity of behaviour analytic terminology and an understanding of single-subject experimental research designs.
|Learning Objectives: At the conclusion of the presentation, participant will be able to: (1) Identify and explain behavioral strategies (e.g., antecedent- and consequence-based strategies) to improve sport performance; (2) Describe various factors to consider when designing and delivering interventions via synchronous videoconferencing; and (3) Explain the general procedure for video feedback and video self-evaluation.|
|Evaluating Peer-Implemented Video Feedback to Improve Weightlifting Form|
|EMMA COCHRANE (University of South Florida), Raymond G. Miltenberger (University of South Florida), Anthony Concepcion (University of South Florida)|
|Abstract: This study evaluated the effectiveness of behavioral skills training (BST) to teach peer-trainers to implement video feedback (Study 1) and evaluated the effectiveness of peer-implemented video feedback to increase proper deadlifting form across three participants (Study 2). A non-concurrent, multiple baseline across participants design was employed to evaluate BST and peer implemented video feedback. Results demonstrate BST was effective for teaching peer-trainers to implement video feedback and video-feedback led to improvement of deadlifting form across all participants.|
Assessing a Modified TAGteach® Procedure to Increase Accurate and Fluent Gymnastics Skills in Children via Videoconferencing
|NICOLE BAJCAR (Brock University), Kimberley L. M. Zonneveld (Brock University)|
Sports offer children and youth opportunities to experience the physiological, physical, and psychological benefits of physical activity; however, in sports like gymnastics, injuries are quite common (Caine, 2003). Therefore, it is essential for coaches to teach athletes proper technique to prevent injury. TAGteach® is an intervention package that uses an audible stimulus to provide immediate feedback following the correct performance of a skill (Quinn et al., 2017). To date, no study has (a) evaluated the effectiveness of TAGteach® to enhance the fluency of dynamic sports skills or (b) conducted TAGteach® remotely via a synchronous videoconferencing platform. We used a concurrent multiple baseline across skills design to evaluate the effectiveness of a modified TAGteach® procedure to improve the accuracy and fluency of three dynamic gymnastics skills through synchronous videoconferencing with four participants between the ages of 6–11 years. For all participants, the modified TAGteach® intervention package increased the accurate and fluent performance of all gymnastics skills, and these skills maintained for one month. Results will be discussed within the context of intervention implications and suggestions for future research.
|Using Video Self-Evaluation to Enhance Performance in Competitive Dancers|
|JESENIA GIAMBRONE (ABA Solutions, Inc.), Raymond G. Miltenberger (University of South Florida)|
|Abstract: This study used a multiple baseline across behaviors design to evaluate the use of video self-evaluation on the performance of three dance movements. The procedure improved all three dance moves for three adolescents on a competitive dance team. Video self-evaluation was shown to be an efficient, accessible, and socially valid procedure to increase performance of competitive dance movements.|