Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


31st Annual Convention; Chicago, IL; 2005

Event Details

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Paper Session #371
Int'l Paper Session - Behavior Analysis and Physical Education
Monday, May 30, 2005
2:30 PM–3:20 PM
Williford B (3rd floor)
Area: EDC
Chair: Thomas L. Sharpe, Jr. (University of Nevada, Las Vegas)
The Application of Precision Teaching to Point Accuracy in Fencing
Domain: Applied Research
CHRIS SHIELDS (University of Ulster), Denis P. O'Hora (University of Ulster), Robert Bones (University of Ulster)
Abstract: Much research has investigated the applicability of precision teaching within such areas as education and industry. However, relatively little research has examined the possible role of precision teaching within the world of sport. The benefits of precision teaching, which include greater retention, endurance, application and stability, suggest that such an intervention could prove useful within the field of sport. The current study examined the effectiveness of precision teaching at improving fencers’ performance on a point accuracy task using a group of 6 adult fencers from a local university club. Participants were exposed to a precision teaching intervention for 2, 4 or 6 weeks and improvement was measured on the standard celeration chart. Retention was examined after a period of one month of non-practice. Results demonstrated that precision teaching was effective in improving point accuracy within fencing. Retention was also observed for the 6-week condition. A number of issues for further investigation and analysis will be discussed.
Toward a Behavior Systems Approach to Postsecondary Coaching Certification: Programmatic Description and Data Support
Domain: Service Delivery
THOMAS L. SHARPE, JR. (University of Nevada, Las Vegas), Darian A. Parker (University of Nevada, Las Vegas), Daniel W. Balderson (University of Nevada, Las Vegas)
Abstract: The importance of professional training and certification activities in relationship to ensuring quality control of professional caregiving in structured sport and athletic settings are receiving greater attention in postsecondary education. Within this growing attention, is focus on documenting the behavioral characteristics of effective coaching practice (e.g., Partridge & Franks, 1996; Smith & Smoll, 1997; Stewart & Bengier, 2001). Currently, university-based undergraduate programs in collaboration with relevant professional accreditation organizations are involving in the development and implementation of professional coaching certification programs designed for the training of professionals toward effective behavioral practice when engaged in structured youth to adult coaching settings. These initiatives have substantive implications for the applied behavior analysis profession, given the potential contributions of a behavior analytic approach to research and training in this emergent postsecondary academic area. To these ends, this presentation first summarizes the appeal of a behavior systems approach (Sharpe & Koperwas, 2003) to the study of, and training in, coaching effectiveness. Next, one professional training protocol is demonstrated, including (a) observation system development for instructional purposes, (b) video-based laboratory design in relation to behaviorally-based educational objectives, (c) data-based on-site assessment strategies in relation to feedback and goal-setting professional practice instruction, and (d) research activity recommendations relative to assessing the general effectiveness of recommended professional training protocols. This presentation closes with a data report supporting the importance of a behavior analytic approach to coaching education, using behavior systems data descriptions across coaches of variable educational and experiential backgrounds as a function of exposure to recommended professional training protocols.



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