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EFFECTIVE SKILL DEMONSTRATION SCALE1

(Developed by Dr. Maureen Weiss)

Demonstrator/coach __________________________ Activity _______________________

Age of Players ____________ Skill Level ________________________

ATTENTION

Unaccept-
able		 Very
Poor		 Poor Average Good Very
Good		 Excel-
lent
1. Voice clarity 1 2 3 4 5 6 7
2. Voice rhythm and speed 1 2 3 4 5 6 7
3. Enthusiasm 1 2 3 4 5 6 7
4. Eye contact 1 2 3 4 5 6 7
5. Attire of Demonstr. 1 2 3 4 5 6 7
6. Distractions to the
observer removed		 1 2 3 4 5 6 7
7. Position of observers 1 2 3 4 5 6 7
8. Statement of goal or
importance of skill		 1 2 3 4 5 6 7
9. Number of key parts
or points identified		 1 2 3 4 5 6 7
Comments:






RETENTION
Remembering techniques used: Used in
Demonstration		 Prompted
During Practice
a. Visualization Y / N Y / N
b. Key points summarized Y / N Y / N
c. Key points repeated Y / N Y / N
d. Verbal labels Y / N Y / N
e. Asking questions Y / N Y / N
f. Verbal-self-instruction Y / N Y / N

Unaccept-
able		 Very
Poor		 Poor Average Good Very
Good		 Excel-
lent
2. Clarity of explanation 1 2 3 4 5 6 7
3. KISS (Keep it short
and simple)		 1 2 3 4 5 6 7
4. Immediate practice of skill
following the demonstration		 1 2 3 4 5 6 7
5. Re-demonstration of skills during practice 1 2 3 4 5 6 7
Comments:






1 Reproduced from unpublished manuscript by Dr. Maureen Weiss, University of Oregon.

MOTOR REPRODUCTION

Unaccept-
able		 Very
Poor		 Poor Average Good Very
Good		 Excel-
lent
1. Lead-up or prerequisite skills were ensured 1 2 3 4 5 6 7
2. The skill was related to previously
learned skills		 1 2 3 4 5 6 7
3. The skill demonstration was technically
correct		 1 2 3 4 5 6 7
4. The skill was broken down into
its natural parts		 1 2 3 4 5 6 7
5. The skill was demonstrated for
left-and-right handed students		 1 2 3 4 5 6 7
6. Several demonstrations were given 1 2 3 4 5 6 7
7. The skill was demonstrated from more than
one angle		 1 2 3 4 5 6 7
8. The key parts of the skill were verbalized
before, during, or after the demonstration		 1 2 3 4 5 6 7
9. The demonstration distinguished correct from
incorrect technique		 1 2 3 4 5 6 7
10. The demonstration was given at an
appropriate speed for the observers		 1 2 3 4 5 6 7
11. The observers' performance responses,
based on the demonstration, were appropriate		 1 2 3 4 5 6 7
Comments:






MOTIVATION

Unaccept-
able		 Very
Poor		 Poor Average Good Very
Good		 Excel-
lent

1. A professional or other proficient performer
identified

1 2 3 4 5 6 7
2. Goals or standards of proficiency were provided
to players		 1 2 3 4 5 6 7
3. The activities optimally challenge the learners 1 2 3 4 5 6 7
4. Players were encouraged in their practice attempts 1 2 3 4 5 6 7
Comments:






Based on lecture by Dr. Maureen Weiss, Professor of sport psychology Dept. of Phys. Ed. and human movement studies, University of Oregon, Eugene, OR 97403.

1 Reproduced and modified from unpublished manuscript by Dr. Maureen Weiss, University of Oregon.

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Last Modified: Aug. 26, 2003