A, S. A. (2000). Training psychology (Education and learning psychology) (first ed.). Tehran, Iran: Agah Publication. Abdoli, B., Farsi, A., & Shojae, O. (2015). The effect of self-controlled observational practice and model's skill level on badminton long serve. Motor Behavior, 7(20), 35-48 .(In Persian) Al-Abood, S. A., Davids, K., & Bennett, S. J. (2001). Specificity of task constraints and effects of visual demonstrations and verbal instructions in directing learners' search during skill acquisition. Journal of Motor Behavior, 33(3), 295-305. Bandura, A. (1966). The role of vicarious learning in personality development. Paper presented at the 18Mezhdunarodnyj psikhologicheskij kongress «Formirovanie lichnosti v kollektive. (pp. 84-92). Bandura, A. (1969). Social-learning theory of identificatory processes. Handbook of socialization theory and research, 213-262 . Bandura, A. (1975). Analysis of modeling processes. School Psychology Review, 4(1), 4-10. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory: Englewood Cliffs, NJ, US: Prentice-Hall, Inc. 23-2. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational psychologist, 28(2), 117-148. Bandura A, J. F. (1991). Self-regulatory mechanisms governing the impact of social comparison on complex decision making. Journal of personality and social psychology, 60, 941-951 Bandura, A., & Walters, R. H. (1977). Social learning theory. Baudry, L., Leroy, D., & Chollet, D. (2006). The effect of combined self-and expert-modelling on the performance of the double leg circle on the pommel horse. Journal of sports sciences, 24(10),1055-1063 . BG, S.-Z. (1992). Investigation the information nature of a modeled visual demonstration. (Ph.D), Louisiana State University. Bird ,G., & Heyes, C. (2005). Effector-dependent learning by observation of a finger movement sequence. Journal of Experimental Psychology: Human Perception and Performance, 31(2), 262. Blandin, Y., & Proteau, L. (2000). On the cognitive basis of observational learning: Development of mechanisms for the detection and correction of errors. The Quarterly Journal of Experimental Psychology: Section A, 53(3), 846-867. Bordenave, D. H. (2015). Examining the Learning Effects of Segmented Model Demonstrations on the Motor & Cognitive Learning of the Basketball Jump Shot . Buchanan, J. J., & Dean, N. J. (2010). Specificity in practice benefits learning in novice models and variability in demonstration benefits observational practice. Psychological Research PRPF, 74(3), 326-313
Bund, A., & Wiemeyer, J. (2004). Self-controlled learning of a complex motor skill: Effects of the learner's preferences on performance and self-efficacy. Journal of human movement studies, 47, 215-236. Carroll, W. R., & Bandura, A. (1982). The role of visual monitoring in observational learning of action patterns: Making the unobservable observable. Journal of Motor Behavior, 14(2), 153-167. Carroll, W. R., & Bandura, A. (1985). Role of timing of visual monitoring and motor rehearsal in observational learning of action patterns. Journal of Motor Behavior, 17(3), 269-281. Carroll, W. R., & Bandura, A. (1990). Representational guidance of action production in observational learning: A causal analysis. Journal of Motor Behavior, 22(1),97-85. Chen, D., & Singer, R. N. (1992). Self-regulation and cognitive strategies in sport participation. International Journal of Sport Psychology . Chiviacowsky, S., & Wulf, G. (2002). Self-controlled feedback: Does it enhance learning because performers get feedback when they need it? Research quarterly for exercise and sport, 73(4),408-415. Chiviacowsky, S., & Wulf, G. (2005). Self-controlled feedback is effective if it is based on the learner's performance. Research quarterly for exercise and sport,76(1),42-48. Deci, E., & Ryan, R. (1990). I.(1990)./\motivational approach to self: Integration in personality. Z\] ebrr۱. r/ea. Y)'I71j70. l ‘ltllfl on, 11(10),237-288 . Deci, E., & Ryan, R. (2000). What is the self in self-directed learning? Findings from recent motivational research. Conceptions of self-directed learning: Theoretical and conceptual considerations, 75-92 . Downey, M. J. (1988). Effects of age, pre-task cues, and task complexity on response acquisition in observational learning: McGill University. Dreisbach, G., & Goschke, T. (2004). How positive affect modulates cognitive control: reduced perseveration at the cost of increased distractibility. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30(2), 343. Fagundes, J ,.Chen, D. D., & Laguna, P. (2013). Self-control and frequency of model presentation: Effects on learning a ballet passé relevé. Human Movement Science, 32(4), 847-856. Ferrari, M. (1996). Observing the observer: Self-regulation in the observational learning of motor skills. Developmental review, 16(2),203-240. Friedrich, H. F., & Mandl, H. (1995). Analyse und Förderung selbstgesteuerten lernens: Dt. Inst für Fernstudienforschung, Abt. Angewandte Kognitionswiss. Ghobady N, D. A., Shojaei M. (2013). Comparing the Effects of self-modeling and expert models observation on performance and learning footsal side foot pass. European journal of experimental biology, 3(1),508-512. Hodges, N. J., Chua, R., & Franks, I. M. (2003). The role of video in facilitating perception and action of a novel coordination movement. Journal of Motor Behavior, 35(3), 247-260. Hutchinson, J. C., Sherman, T., Martinovic, N., & Tenenbaum, G. (2008). The effect of manipulated self-efficacy on perceived and sustained effort. Journal of Applied Sport Psychology, 20(4), 457-472. Ilies, R., & Judge, T. A. (2005). Goal regulation across time: the effects of feedback and affect. Journal of applied psychology, 90(3), 453. Izadpanah. (2014). Comparison the effects of self-control and Instructor- Control feedback on performance and learning badminton services with regard to the basic psychological needs. (MSc), University of Semnan. (In Persian) Janelle, C. M., Barba, D. A., Frehlich, S. G., Tennant, L. K., & Cauraugh, J. H. (1997). Maximizing performance feedback effectiveness through videotape replay and a self-controlled learning environment. Research quarterly for exercise and sport, 68(4), 269-279. Janelle, C. M., Kim, J., & Singer, R. N. (1995). Subject-controlled performance feedback and learning of a closed motor skill. Perceptual and motor skills, 81(2), 627-634. Johnson, D. S., Turban, D. B., Pieper, K. F., & Ng, Y. M. (1996). Exploring the Role of Normative‐and Performance‐Based Feedback in Motivational Processes. Journal of Applied Social Psychology, 26(11), 973. Kampiotis, S., & Theodorakou, K. (2006). The influence of five different types of observation based teaching on the cognitive level of learning. Kinesiology, 38(2), 116-125.
Knudson, D. (1993). Biomechanics of the basketball jump shot—Six key teaching points. Journal of Physical Education, Recreation & Dance, 64(2), 67-73. Laguna, P. (1999). Effects of multiple correct model demonstrations on cognitive representation development and performance accuracy in motor skill acquisition. Journal of human movement studies, 37(2), 55-86. Laguna, P. L. (2008). Task complexity and sources of task-related information during the observational learning process. Journal of sports sciences, 26(10), 1097-1113. Lewthwaite, R., & Wulf, G .(2010). Social-comparative feedback affects motor skill learning. Quarterly journal of experimental psychology, 63(4),738-749 . M, B. (1996). Self-regulated learning at the junction of cognition and motivation. European psychologist, 1,100-112. Magill ,R. A., & Anderson, D. I. (2007). Motor learning and control: Concepts and applications (Vol. 11): McGraw-Hill New York. Maleki, F., Nia, P., Zarghami, M., & Neisi, A. (2010). The comparison of different types of observational training on motor learning of gymnastic handstand. Journal of Human Kinetics, 26,13-19. (In Persian). Maleki F, S. P., Zarghami, M, Kousari S. (2010). The Comparison of Three Different Educational Methods through Observation on Acquisition and Retention of Motor skill. Motor behavior and sports psychology, 7,31-44. (In Persian) Maleki F, S. P., Zarghami, M, Ostovan Z. (2012). The influence various types of observation based teaching on cognitive learning handstand skill. Research on sports management and motor behavior, 16(8),89-106. (In Persian) McAuley, E., Duncan, T., & Tammen, V. V. (1989). Psychometric properties of the Intrinsic Motivation Inventory in a competitive sport setting: A confirmatory factor analysis. Research quarterly for exercise and sport, 60(1),48-58 . Metcalfe, J., & Finn, B. (2008). Evidence that judgments of learning are causally related to study choice. Psychonomic Bulletin & Review, 15(1),174-179. Nicklin, J. M., & Williams, K. J. (2011). Self-regulation of goals and performance: Effects of discrepancy feedback, regulatory focus, and self-efficacy. Psychology, 2(03),187 . Patterson, J. T., & Lee, T. D. (2010). Self-regulated frequency of augmented information in skill learning. Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 64(1),33 . Pollock, B. J., & Lee, T. D. (1992). Effects of the model's skill level on observational motor learning. Research quarterly for exercise and sport, 63(1),25-29. Rohbanfard, H., & Proteau, L. (2011). Learning through observation: a combination of expert and novice models favors learning. Experimental Brain Research, 215(4-3),183-197. Ross, D., Bird, A. M., Doody, S. G., & Zoeller, M. (1985). Effects of modeling and videotape feedback with knowledge of results on motor performance. Human Movement Science, 4(2),149-157. Sanli, E. A., Patterson, J. T., Bray, S. R., & Lee, T. D. (2013). Understanding self-controlled motor learning protocols through the self-determination theory. Frontiers in psychology, 3,611. Schmidt RA, L. T. (2005). Motor Control and Learning: A Behavioral Emphasis (4 th ed.): Human Kinetics Europe Scully, D., & Carnegie, E. (1998). Observational learning in motor skill acquisition: A look at demonstrations. The Irish Journal of Psychology, 19(4),472-485. Scully, D., & Newell, K. (1985). Observational-learning and the acquisition of motor-skills-toward a visualperception perspective. Journal of human movement studies, 11(4),169-186. Sheffield, F. D. (1961). Theoretical considerations in the learning of complex sequential tasks from demonstration and practice. Student response in programmed instruction,13-32. Southard, D., & Higgins, T. (1987). Changing movement patterns: Effects of demonstration and practice. Research quarterly for exercise and sport, 58(1),77-80. Su, Y.-L & ,.Reeve, J. (2011). A meta-analysis of the effectiveness of intervention programs designed to support autonomy. Educational Psychology Review, 23(1),159-188. Weeks, D. L. (1992). A comparison of modeling modalities in the observational learning of an externally paced skill. Research quarterly for exercise and sport, 63(4),373-380.
Wulf, G. (2007). Attention and motor skill learning: Human Kinetics. Wulf, G., Clauss, A., Shea, C. H., & Whitacre, C. A. (2001). Benefits of self-control in dyad practice. Research quarterly for exercise and sport, 72(3),299-303. Wulf, G., & Mornell, A. (2008). Insights about practice from the perspective of motor learning: a review. Music Perform Res, 2,1-25. Wulf, G., Raupach, M., & Pfeiffer, F. (2005). Self-controlled observational practice enhances learning. Research quarterly for exercise and sport, 76(1),107-111. Wulf, G., & Toole, T. (1999). Physical assistance devices in complex motor skill learning: Benefits of a self-controlled practice schedule. Research quarterly for exercise and sport, 70(3),265-272.
|