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1.
Patricia L. Laguna 《Journal of sports sciences》2013,31(10):1097-1113
Abstract Although research has examined the influence of various sources of task information for skill acquisition during observational learning, the results have been ambiguous. The purpose of this study was to examine sources of information in relation to the type of task. One hundred and twenty participants were randomly assigned to one of two sets of six treatment strategies: (1) all model demonstrations; (2) model demonstrations with physical practice with knowledge of performance; (3) model demonstrations with physical practice without knowledge of performance; (4) physical practice without knowledge of performance; (5) physical practice with knowledge of performance; or (6) verbal instructions only. One set learned a simple version of the task while the other set learned a more complex version. Cognitive representation and performance accuracy (spatial and temporal) were assessed. Results indicate that task type does influence the source of information to facilitate skill acquisition. The simple task benefited from model demonstrations, physical practice with knowledge of performance, or a combination of model demonstrations and practice both with and without knowledge of performance, while the complex version benefited more from a combination of model demonstrations and knowledge of performance practice. The results of this study provide an insight into the ambiguity that exists within the observational learning and motor learning literature regarding the effectiveness of information sources for motor skill acquisition. 相似文献
2.
Saleh A. Al-Abood Keith Davids Simon J. Bennett Derek Ashford Manuel Martinez Marin 《Journal of sports sciences》2013,31(7):507-520
In the visual perception perspective of observational learning, the manipulation of relative and absolute motion information in visual demonstrations optimally directs learners’ search towards appropriate task solutions. We assessed the effect of emphasizing transformational information and removal of structural information using point-light kinematic displays in approximating the model’s relative motion patterns. Participants viewed computer-simulated point-light demonstrations or normal video demonstrations before and intermittently throughout 100 acquisition trials with knowledge of results on an underarm modified-dart aiming task. On the next day, all participants performed 20 retention trials without demonstrations. The kinematics of spatial and temporal coordination and control variables were examined relative to the model’s action, as well as performance scores. The results indicated that approximation of the model’s spatial and temporal coordination and control patterns was achieved after observation of either type of demonstrations. No differences were found in movement outcomes. In a second experiment, the effects of manipulating absolute motion information by slowmotion demonstrations were examined relative to real-time demonstrations. Real-time demonstrations led to a closer approximation to the model’s spatial and temporal coordination patterns and better outcome scores, contradicting predictions that slow-motion displays convey intact relative motion information. We speculate that the effect of visual demonstration speed on action perception and reproduction is a function of task constraints ‐ that is, novelty or familiarity of relative motion of demonstrated activities. 相似文献
3.
Observation of a model prior to physical practice often facilitates the acquisition of motor skills. The majority of research studies on observational motor learning has used a skilled model for the demonstration. Recent research, however, suggests that observing an unskilled (learning) model may also be effective. The experiment reported here compared motor skill acquisition following observation of a learning model or a skilled model to the performance of subjects who lacked the benefit of observation. The task was to play a computer tracking game. Subjects were tested in pairs. Observers watched either a skilled or a learning model perform 3 trials. The observers then practiced the game for 3 trials. Observation of another 12 trials was followed by 12 more practice trials. Substantial observational learning was found, as both groups of observers performed better than the learning models after both the 3 initial trials of observation and after 12 more observation trials. However, there were no differences due to observing the skilled or the learning model. These findings are discussed in relation to theoretical issues of observational learning. 相似文献
4.
S A Al-Abood K Davids S J Bennett D Ashford M Martinez Marin 《Journal of sports sciences》2001,19(7):507-520
In the visual perception perspective of observational learning, the manipulation of relative and absolute motion information in visual demonstrations optimally directs learners' search towards appropriate task solutions. We assessed the effect of emphasizing transformational information and removal of structural information using point-light kinematic displays in approximating the model's relative motion patterns. Participants viewed computer-simulated point-light demonstrations or normal video demonstrations before and intermittently throughout 100 acquisition trials with knowledge of results on an underarm modified-dart aiming task. On the next day, all participants performed 20 retention trials without demonstrations. The kinematics of spatial and temporal coordination and control variables were examined relative to the model's action, as well as performance scores. The results indicated that approximation of the model's spatial and temporal coordination and control patterns was achieved after observation of either type of demonstrations. No differences were found in movement outcomes. In a second experiment, the effects of manipulating absolute motion information by slow-motion demonstrations were examined relative to real-time demonstrations. Real-time demonstrations led to a closer approximation to the model's spatial and temporal coordination patterns and better outcome scores, contradicting predictions that slow-motion displays convey intact relative motion information. We speculate that the effect of visual demonstration speed on action perception and reproduction is a function of task constraints--that is, novelty or familiarity of relative motion of demonstrated activities. 相似文献
5.
Abstract One's achievement goal orientation (e.g., task, ego) is suggested to reflect a differential focus on skill mastery and performance outcome (Duda, 1992). Goal orientation has further been suggested to be an important observer characteristic in the observational learning of motor skills (McCullagh, Weiss, & Ross, 1989). This study assessed the relationship between goal orientation and a focus on form and outcome aspects of a motor skill demonstration with college students (N = 30) having low perceived ability, knowledge, and experience in tennis. Participants viewed several videotaped demonstrations of a correctly performed tennis forehand and then visual recognition and verbal recall accuracy of form and outcome task characteristics were assessed. A canonical correlation analysis revealed a nonsignificant relationship between goal orientation and recall and recognition of form and outcome task characteristics. These results provide preliminary evidence to suggest that goal orientation may not be an important observer characteristic in the learning phase of the modeling process. Also, achievement goal orientations may not be associated with a differential focus on skill mastery or performance outcome but instead remain a reflection of divergent processes of success evaluation. 相似文献
6.
Abstract Research on the benefits of distributed practice for the acquisition and retention of motor skills has a long history. The majority of this research has involved skill acquisition of continuous tasks. However, there is some evidence to suggest that distribution of practice effects are quite different for discrete tasks than for continuous tasks. In the present study, we used a single task, formed discrete and continuous versions of the task, and examined how acquisition and retention were affected by the length of inter-trial interval. The basic task was a movement timing task that involved either one timing estimate per trial (the “discrete” version) or twenty successive estimates per trial (the “continuous” version). Separate groups of subjects learned one version of the task under either distributed (25 s inter-trial intervals) or massed (0.5 s inter-trial intervals) practice conditions. Both massed and distributed retention trials were performed on the same version of the task according to a double transfer design. The results confirmed the apparent disparity: Acquisition and retention were facilitated by distributed practice on the continuous task, but by massed practice on the discrete task. These results were discussed in terms of the role of the inter-trial interval in discrete and continuous tasks. 相似文献
7.
Distribution of practice in motor skill acquisition: different effects for discrete and continuous tasks 总被引：1，自引：0，他引：1
Research on the benefits of distributed practice for the acquisition and retention of motor skills has a long history. The majority of this research has involved skill acquisition of continuous tasks. However, there is some evidence to suggest that distribution of practice effects are quite different for discrete tasks than for continuous tasks. In the present study, we used a single task, formed discrete and continuous versions of the task, and examined how acquisition and retention were affected by the length of inter-trial interval. The basic task was a movement timing task that involved either one timing estimate per trial (the "discrete" version) or twenty successive estimates per trial (the "continuous" version). Separate groups of subjects learned one version of the task under either distributed (25 s inter-trial intervals) or massed (0.5 s inter-trial intervals) practice conditions. Both massed and distributed retention trials were performed on the same version of the task according to a double transfer design. The results confirmed the apparent disparity: Acquisition and retention were facilitated by distributed practice on the continuous task, but by massed practice on the discrete task. These results were discussed in terms of the role of the inter-trial interval in discrete and continuous tasks. 相似文献
8.
Michael Goldberger Philip Gerney James Chamberlain 《Research quarterly for exercise and sport》2013,84(2):116-124
Abstract The effects of Mosston's teaching styles B, C and E were examined in terms of motor skill acquisition and social skill development of fifth grade children. Ninety-six children, randomly selected and randomly assigned to one of three treatment groups, were taught a hockey accuracy task. Motor performance data were collected prior to, midway through, and following training; they were analyzed within groups, to determine if learning was evident, and across groups, to examine the relative effectiveness of these three styles of teaching. Social behavior patterns observed during learner-to-learner interaction were also examined during a second task in which pairs of learners were asked to “help” each other learn the task. A 3 × 3 analysis of variance with repeated measures revealed that (1) all three groups learned the task and (2) they learned comparably well. It was concluded that these three styles of teaching are all effective in facilitating learning of this type of motor task. Style C, an arrangement in whcih learners work in pairs, one performing the task while being provided with formative feedback by the other, was found not only to produce comparable learning, but to significantly enhance social skill development on those behaviors associated with giving feedback and receiving it from a peer. 相似文献
9.
观察和练习比例、任务复杂程度对运动技能学习的影响 总被引：1，自引：0，他引：1
王晓波 《上海体育学院学报》2011,35(3)
采用实验法,探讨不同的观察学习和身体练习比例及任务复杂程度对追踪任务技能学习的影响.将受试分为简单任务学习组和复杂任务学习组,然后再根据比例将受试随机分为25%观察学习+75%身体练习组、50%观察学习+50%身体练习组及75%观察学习+25%身体练习组,进行为期3 d的计算机追踪任务学习.结果显示:对复杂任务学习而言,50%观察学习+50%身体练习比例的学习效果较好;对于简单任务学习而言,3种观察学习和身体练习比例的学习效果相同. 相似文献
10.
Bruce Simons-Morton Nancy M. O'hara Denise Simons-Morton Guys Parcel 《Research quarterly for exercise and sport》2013,84(2):177-179
The purpose of this experiment was to determine whether a faded knowledge of results (KR) frequency during observation of a model's performance enhanced error detection capabilities. During the observation phase, participants observed a model performing a timing task and received KR about the model's performance on each trial or on one of two trials. Delayed retention and transfer tests were used to assess the observer's ability to detect error in the model's performance and in the participant's performance while physically practicing the task. Results indicated a beneficial effect of a reduced KR frequency for performance stability and the ability to detect errors in both the model and the participant's own performance. The results suggest that aspects of the processing mechanism(s) developed in observational learning and related to KR are probably similar to those developed through physical practice. 相似文献
11.
S Bennett C Button D Kingsbury K Davids 《Research quarterly for exercise and sport》1999,70(3):220-232
Previous motor learning studies examining the effects of practicing to catch one-handed under varying informational constraints on subsequent skill acquisition are equivocal, perhaps due to the use of relatively inexperienced adult participants. Ecological theory predicts that directing the learner's search for information in the perceptual-motor workspace can enhance skill acquisition. This study manipulated visual informational constraints on novice children (ages 9-10 years) learning to catch one-handed. A crossover transfer design was implemented in which one group acted as controls while two other groups practiced either without visual restrictions before transferring to full vision, or vice versa. The data indicated that learners forced to seek additional information sources under restricted viewing conditions demonstrated a greater positive, accumulative residual effect on acquiring a catching skill. The findings contradict current work on the specificity of practice hypothesis and suggest that varying visual informational constraints to encourage exploratory practice may represent a significant pedagogical approach to motor learning in sport. 相似文献
12.
Jonathan C. Beasley Sharon A. Plowman Bo Fernhall 《Research quarterly for exercise and sport》2013,84(4):373-378
Abstract This study contrasted prepractice modeling with either the perceptual component (perceptual modeling) or the motor component (movement pattern) of a coincident-timing task to determine whether experiencing the modalities singly or in combination enhanced timing performance on initiation of active practice. The motor component was a 60-cm right-to-left arm movement coincident with the illumination of lights on a Bassin timer runway to displace a barrier as the final runway light was illuminated. Four groups were compared (n = 12 per group). A perceptual modeling group passively viewed stimulus runway lights prior to attempting the task. A motoric modeling group viewed a videotape prior to practice of a model performing the motor component of the skill with zero timing error. A perceptual modeling plus motoric modeling group experienced both modeling modalities prior to performance. Finally, a no modeling group simply initiated practice on the task without modeling. Results indicated that the groups experiencing perceptual modeling initiated practice with significantly less average timing error and variability. Thus, perceptual modeling appeared to be at least as important as motoric modeling as a source of prepractice information to make available to a learner to optimize coincident-timing skill acquisition. 相似文献
13.
D L Weeks 《Research quarterly for exercise and sport》1992,63(4):373-380
This study contrasted prepractice modeling with either the perceptual component (perceptual modeling) or the motor component (movement pattern) of a coincident-timing task to determine whether experiencing the modalities singly or in combination enhanced timing performance on initiation of active practice. The motor component was a 60-cm right-to-left arm movement coincident with the illumination of lights on a Bassin timer runway to displace a barrier as the final runway light was illuminated. Four groups were compared (n = 12 per group). A perceptual modeling group passively viewed stimulus runway lights prior to attempting the task. A motoric modeling group viewed a videotape prior to practice of a model performing the motor component of the skill with zero timing error. A perceptual modeling plus motoric modeling group experienced both modeling modalities prior to performance. Finally, a no modeling group simply initiated practice on the task without modeling. Results indicated that the groups experiencing perceptual modeling initiated practice with significantly less average timing error and variability. Thus, perceptual modeling appeared to be at least as important as motoric modeling as a source of prepractice information to make available to a learner to optimize coincident-timing skill acquisition. 相似文献
14.
The purpose of this experiment was to determine whether a faded knowledge of results (KR) frequency during observation of a model's performance enhanced error detection capabilities. During the observation phase, participants observed a model performing a timing task and received KR about the model's performance on each trial or on one of two trials. Delayed retention and transfer tests were used to assess the observer's ability to detect error in the model's performance and in the participant's performance while physically practicing the task. Results indicated a beneficial effect of a reduced KR frequency for performance stability and the ability to detect errors in both the model and the participant's own performance. The results suggest that aspects of the processing mechanism(s) developed in observational learning and related to KR are probably similar to those developed through physical practice. 相似文献
15.
Black CB Wright DL Magnuson CE Brueckner S 《Research quarterly for exercise and sport》2005,76(1):28-41
Three experiments assessed the possibility that a physical practice participant's ability to render appropriate movement timing estimates may be hindered compared to those who merely observed. Results from these experiments revealed that observers and physical practice participants executed and estimated the overall durations of movement sequences similarly and more accurately than those who were not privy to any previous practice. This was true for a case in which (a) the execution demands for the physical practice participant were relatively high when multiple movement sequences were practiced with a consistent relative time structure but different overall durations (Experiment 1) and (b) the execution demands were relatively modest when only a single sequential motor task was learned (Experiment 2). Moreover, this general set of findings remained true for individuals who had previous experience with physical or observational practice, even when timing estimations were made during tests with no execution demands (Experiment 3). Thus, executing a movement sequence does not appear to interfere with the development of a learner's subjective evaluation of overall timing performance. Specifically, these data provided evidence that recognizing error in movement timing can be accomplished via observation, and, more generally, they add to the growing evidence supporting the claim that observational practice is a legitimate method facilitating the acquisition of sequential movement behaviors. 相似文献
16.
Beverly J. Yerg 《Research quarterly for exercise and sport》2013,84(1):38-47
Abstract Research on teacher effectiveness (RTE) using process-product design is a relative newcomer in the area of educational research and an infant in the realm of physical education. The “ideal” model for RTE postulated by cognitive domain researchers from the University of Pittsburgh's Learning Research and Development Center specified six requirements for such research including measures of outcome, teacher behavior, and other influencing factors; a model of classroom processes; data collection procedures; and analysis techniques. This paper discusses procedures and problems related to application of the model where the outcome was psychomotor. Specific topics of discussion include utilizing practice time, providing feedback, defining teaching, measuring teacher mastery, selecting the learning task, utilizing the experimental teaching unit (ETU) approach, and using observation systems. The knowledge base in the acquisition of motor skill must be translated into language for the practitioner. To accomplish this translation, it is necessary to identify teacher behaviors that facilitate learning within given contexts for a specified task or tasks. Such identification will be possible when additional research provides refinement in the model and a sound foundation of knowledge. This research endeavor was an early step in the refinement process. 相似文献
17.
录像示范和现场示范对运动技能观察学习的影响 总被引：2，自引：1，他引：1
目的:探讨录像示范和现场示范对运动技能观察学习的影响.办法:48名受试随机分为练习组、现场示范观察组、录像示范观察组和控制组.采用计算机追踪任务,以RMSE为评价指标,对4组受试分别进行10 min后保持测试、24 h后保持测试和迁移测试.结果显示:在所有测试中,录像示范观察组和现场示范组受试操作绩效没有显著性差异;在10 min后保持测试和24 h后保持测试中,练习组受试操作绩效显著好于其他组受试,现场示范观察组和录像示范观察组受试操作绩效显著好于控制组;在迁移测试中,练习组、录像示范观察组、现场示范观察组受试操作绩效没有显著性差异,但都显著好于控制组. 相似文献
18.
Gavin Breslin Nicola J. Hodges Mark A. Williams 《Research quarterly for exercise and sport》2013,84(3):480-490
We examined whether altering the amount of and moment when visual information is presented affected observational learning for participants practicing a bowling skill. On Day 1, four groups practiced a cricket bowling action. Three groups viewed a full-body point-light model, the model's bowling arm, or between-limb coordination of the model's left and right wrists only. Following retention tests on Day 2, all participants practiced after viewing a full-body display. Retention was again tested on Day 3. Bowling accuracy improved in all four practice groups. Kinematics of the bowling arm became more like the model for the full-body and intralimb groups only. All groups improved on measures of interlimb coordination. Visual search data indicated that participants mainly focused their gaze on the model's bowling arm. These data lead to the suggestion that viewing “end-effector” information (i.e., information pertaining to the bowling arm) is an important perceptual constraint early in observational learning. Implicit manipulations designed to increase attention to other sources of information did not facilitate the learning process. 相似文献
19.
Andy C. Y. Tse Shirley S. M. Fong Thomson W. L. Wong Rich Masters 《European Journal of Sport Science》2017,17(2):152-159
Research in psychology suggests that provision of an instruction by analogy can enhance acquisition and understanding of knowledge. Limited research has been conducted to test this proposition in motor learning by children. The purpose of the present study was to examine the feasibility of analogy instructions in motor skill acquisition by children. Thirty-two children were randomly assigned to one of the two instruction protocols: analogy and explicit instruction protocols for a two-week rope skipping training. Each participant completed a pretest (Lesson 1), three practice sessions (Lesson 2–4), a posttest and a secondary task test (Lesson 5). Children in the analogy protocol displayed better rope skip performance than those in the explicit instruction protocol (p?<?.001). Moreover, a cognitive secondary task test indicated that children in the analogy protocol performed more effectively, whereas children in the explicit protocol displayed decrements in performance. Analogy learning may aid children to acquire complex motor skills, and have potential benefits related to reduced cognitive processing requirements. 相似文献
20.
In this paper, we review the empirical literature pertaining to the effectiveness of instructions and movement demonstrations. Initially, we examine existing theories and approaches that try to explain the process of skill acquisition so as to determine implications of these theories for instructional provision. This is followed by an evaluation of studies in the motor learning literature in which pre-practice information has been manipulated. Explicit learning strategies are contrasted to implicit and discovery learning methods, and current explanations for instructional effects are discussed in terms of such mechanisms as effects-related attentional focus and movement variability. In the final sections, we review data from our own laboratory where pre-practice information has been manipulated during the learning of a novel bimanual coordination task. From these studies, proposals are made to try and explain how pre-practice information works to effect the process of skill acquisition, including the selection and execution of a response and the processing of associated feedback. An important role is given to the existing skills of the learner in understanding the instructions and performing the desired movement. Finally, we suggest some practical implications of this empirical evidence for the teaching of motor skills. 相似文献