Sentence examples for skill error from inspiring English sources

A 2 (group) X 4 (test) mixed design ANOVA with repeated measures on the last factor was used to test for significant differences for the two dependent variables (total skill error and task completion time) separately, with an alpha level set at 0.05.

Neither team was able to break the game open in a tight first half that was riddled with turnovers and skill errors from both sides.

The disciplined Dogs hunted in packs and their superior pressure forced the Crows into skill errors and poor decisions with the ball in hand.

Their 53-point humbling at the hands of the West Coast was characterised by frequent skill errors and descended into farce in the final term; you really couldn't have begrudged any fans who left early.

The number of skill errors made during each test session was recorded.

The primary outcome of this study demonstrated that Ghostman is as effective, in terms of reduction in skill errors and improvements in task completion time, as current best practice face-to-face instruction for learning a novel skill (null hypothesis).

Total skill errors, the primary dependent variable, were defined as any drops (either within the source bowl or in transit between the two bowls) or gripping errors within the source bowl.

Regarding the primary dependent variable, there was no significant interaction (F 3,30) = 0.55, P = 0.65) or main effects for group (F 1,10) = 0.40, P = 0.54) or test (F 3,30) = 1.00, P = 0.40) for total skill errors.

Findings from the pilot study indicated that Ghostman is as effective for motor learning, in terms of reduction in skill errors and improvements in task completion time, as the current best practice face-to-face training.

In addition, there were greater mean improvements in learning (24-hour and 7-day retention tests) as identified by reductions in skill errors and task completion time when using Ghostman indicating that obtaining a sample size of that projected magnitude would be likely to demonstrate Ghostman to be a more effective learning tool than face-to-face instruction.

Several of the major underlying reasons why significant events occurred, such as knowledge and skills errors or communication difficulties are consistent with previously reported reasons why errors and adverse events occur in both UK and international family practice [ 7, 8, 11, 12].