Enhancement of motor skill learning by a combination of ideal model-observation and self-observation

Maleksabet, Nazanin; Ayatizadeh Tafti, Farahnaz; Rahavi Ezabadi, Rosa

doi:10.22059/sshr.2023.360448.1095

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	Enhancement of motor skill learning by a combination of ideal model-observation and self-observation
Sport Sciences and Health Research
مقاله 1، دوره 15، شماره 1، فروردین 2023، صفحه 1-12 اصل مقاله (454.57 K)
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22059/sshr.2023.360448.1095
نویسندگان
Nazanin Maleksabet¹؛ Farahnaz Ayatizadeh Tafti^* ²؛ Rosa Rahavi Ezabadi³
¹M.Sc. in Sports Sciences, Department of Sports Sciences, Faculty of Psychology and Educational Sciences, Yazd University, Yazd, Iran
²Assistant Professor of Sports Sciences, Department of Sports Sciences, Faculty of Psychology and Educational Sciences, Yazd University, Yazd, Iran
³Assistant Professor of Sports Sciences, Faculty of Sport Sciences, University of Alzahra, Tehran, Iran
چکیده
Background: Observational learning is an effective pedagogical approach that can be used as a method to improve motor skill acquisition and also a useful instrument to promote psychological variables such as self-efficacy by emphasizing the motivational aspect. Although, little research is known about the model type and the observation conditions which will optimize learning. Aim: This study aimed to clarify the effect of using a combination of ideal model-observation and self-observation on self-efficacy and learning the forehand service of table tennis. Materials and Methods: Forty females were assigned to one of four experimental groups. All groups received the same instructions concerning how to perform the task, filled out a self-efficacy questionnaire, and then performed 10 pre-test trials. The acquisition phase included six sessions. The retention test was done 72 hours after the last acquisition session. Mixed ANOVA with repeated measures and Bonferroni post hoc tests were conducted, and one-way ANOVA was used to determine group significant differences. Results: The results indicated that observing the combination of skilled and learning models led to the highest self-efficacy for learning, compare with other experimental models. Also, significant learning of the task was shown in the acquisition phase in which the performance of all three experimental groups was clearly superior to the control group. Although in this phase there was no significant difference between the performances of two groups of combined skilled-learning and skilled. The results of the delayed retention test indicated that the performance scores of the combined skilled-learning group were significantly higher than the other three groups. Also, in this phase, the difference between the combined skilled self-observation and control or skilled groups was not significant. Conclusion: Demonstrating a skilled model is the most popular type of observational learning among the instructors and physical education teachers, it is suggested that adding a learning model to that leads to better performance and enhancing the self-efficacy.
کلیدواژه‌ها
forehand service of table tennis؛ learning model؛ observational learning؛ self-efficacy؛ self-modeling؛ skilled model

مراجع
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Stanford University (http. emory. edu); 2001. [42] Weiss MR, McCullagh P, Smith AL, Berlant AR. “Observational learning and the fearful child: Influence of peer models on swimming skill performance and psychological responses”. Research Quarterly for Exercise and Sport. 1998 Dec 1; 69(4): 380-94. [43] Barzouka K, Bergeles N, Hatziharistos D. “Effect of simultaneous model observation and self-modeling of volleyball skill acquisition”. Perceptual and Motor Skills. 2007; 104(1): 32-42.
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Enhancement of motor skill learning by a combination of ideal model-observation and self-observation

[1] Bandura A. Social Foundations of Thought and Action. Englewood Cliffs, NJ. 1986.

[2] McCullagh P, Weiss MR. “Modeling: Considerations for motor skill performance and psychological responses”. Handbook of Sport Psychology: Wiley. 2001.

[3] McCullagh P, Ste-Marie D, Law B. Modeling: is what you see, what you get? 2014.

[4] Amara S, Mkaouer B, Nassib SH, Chaaben H, Hachana Y, Salah FZB. “Effect of video modeling process on teaching/learning hurdle clearance situations on physical education students”. Advances in Physical Education. 2015; 5(04): 225. doi: 10.4236/ape.2015.54027.

[5] Gruetzmacher N, Panzer S, Blandin Y, Shea CH. “Observation and physical practice: Coding of simple motor sequences”. Quarterly Journal of Experimental Psychology. 2011; 64(6): 1111-23. doi: 10.1080/17470218.2010.543286.

[6] Bandura A, Walters RH. Social Learning Theory. Prentice-hall Englewood Cliffs, NJ; 1977.

[7] Bandura A. “Guide for constructing self-efficacy scales”. Self-Efficacy Beliefs of Adolescents. 2006; 5(1): 307-37.

[8] Bandura A. “The assessment and predictive generality of self-percepts of efficacy”. Journal of Behavior Therapy and Experimental Psychiatry. 1982; 13(3): 195-9.

[9] Schunk DH, Hanson AR, Cox PD. “Peer-model attributes and children's achievement behaviors”. Journal of Educational Psychology. 1987; 79(1): 54.

[10] Lee S, Kwon S, Ahn J. “The effect of modeling on self-efficacy and flow state of adolescent athletes through role models”. Frontiers in Psychology. 2021; 12: 661557. doi: 10.3389/fpsyg.2021.661557.

[11] Bandura A. Self-Self Efficacy: The Exercise of Control. New York: Freeman; 1997.

[12] Clark SE, Ste-Marie DM. “The impact of self-as-a-model interventions on children's self-regulation of learning and swimming performance”. Journal of Sports Sciences. 2007; 25(5): 577-86.

[13] Kitsantas A, Zimmerman BJ, Cleary T. “The role of observation and emulation in the development of athletic self-regulation”. Journal of Educational Psychology. 2000; 92(4): 811.

[14] Kwon T, Shin S, Shin M. “The effect of observational learning on self-efficacy by sport competition condition, performance level of team members, and whether you win or lose”. International Journal of Environmental Research and Public Health. 2022; 19(16): 10148.

[15] Maddison R, Prapavessis H, Clatworthy M. “Modeling and rehabilitation following anterior cruciate ligament reconstruction”. Annals of Behavioral Medicine. 2006; 31(1): 89-98.

[16] Carroll WR, Bandura A. “Translating cognition into action: The role of visual guidance in observational learning”. Journal of Motor Behavior. 1987; 19(3): 385-98.

[17] Ferrari M. “Observing the observer: Self-regulation in the observational learning of motor skills”. Developmental Review. 1996; 16(2): 203-40.

[18] Hung HC, Shwu-Ching Young S, Lin KC. “Exploring the effects of integrating the iPad to improve students’ motivation and badminton skills: a WISER model for physical education”. Technology, Pedagogy and Education. 2018; 27(3): 265-78.

[19] Sorgente V, Cohen EJ, Bravi R, Minciacchi D. “The best of two different visual instructions in improving precision ball-throwing and standing long jump performances in primary school children”. Journal of Functional Morphology and Kinesiology. 2022; 7(1): 8. doi: 10.3390/jfmk7010008.

[20] Zetou E, Tzetzis G, Vernadakis N, Kioumourtzoglou E. “Modeling in learning two volleyball skills”. Perceptual and Motor Skills. 2002; 94(3_suppl): 1131-42.

[21] d’Arripe-Longueville F, Gernigon C, Huet M-L, Cadopi M, Winnykamen F. “Peer tutoring in a physical education setting: Influence of tutor skill level on novice learners’ motivation and performance”. Journal of Teaching in Physical Education. 2002; 22(1): 105-23.

[23] Giannousi M, Mountaki F, Kioumourtzoglou E. “The effects of verbal and visual feedback on performance and learning freestyle swimming in novice swimmers”. Kinesiology. 2017; 49(1). https://hrcak.srce.hr/ojs/index.php/kinesiology/article/view/5774.

[24] Kretschmann R. “Employing tablet technology for video feedback in physical education swimming class”. Journal of e-Learning and Knowledge Society. 2017; 13(2). doi: https://www.learntechlib.org/p/188114/.

[25] Harvey S, Gittins C. “Effects of integrating video-based feedback into a teaching games for understanding soccer unit”. 2014. doi: http://hdl.handle.net/11162/177131.

[26] Bandura A, Freeman WH, Lightsey R. Self-Efficacy: The Exercise of Control. Springer; 1999.

[27] Clark SE, Ste-Marie DM, Martini R. “The thought processes underlying self-as-a-model interventions: An exploratory study”. Psychology of Sport and Exercise. 2006; 7(4): 381-6.

[28] Baudry L, Leroy D, Chollet D. “The effect of combined self-and expert-modelling on the performance of the double leg circle on the pommel horse”. Journal of Sports Sciences. 2006; 24(10): 1055-63.

[29] Feltz DL, Short SE, Singleton DA. “Performance and self-efficacy with intercollegiate hockey players”. Sport and Exercise Psychology Research Advances. 2008: 9.

[30] Ste-Marie DM, Vertes K, Rymal AM, Martini R. “Feedforward self-modeling enhances skill acquisition in children learning trampoline skills”. Frontiers in Psychology. 2011; 2: 155. doi: doi.org/10.3389/fpsyg.2011.00155.

[31] McCullagh P, Meyer KN. “Learning versus correct models: Influence of model type on the learning of a free-weight squat lift”. Research Quarterly for Exercise and Sport. 1997; 68(1): 56-61.

[32] Law B, Hall C. “Observational learning use and self-efficacy beliefs in adult sport novices”. Psychology of Sport and Exercise. 2009; 10(2): 263-70.

[34] Hodges NJ, Franks IM. “Modelling coaching practice: the role of instruction and demonstration”. Journal of Sports Sciences. 2002; 20(10): 793-811.

[35] Anderson R, Campbell MJ. “Accelerating skill acquisition in rowing using self-based observational learning and expert modelling during performance”. International Journal of Sports Science & Coaching. 2015; 10(2-3): 425-37. doi: https://doi.org/10.1260/1747-9541.10.2-3.425.

[36] Robertson R, Germain LS, Ste-Marie DM. “The effects of self-observation when combined with a skilled model on the learning of gymnastics skills”. Journal of Motor Learning and Development. 2018; 6(1): 18-34. doi: https://doi.org/10.1123/jmld.2016-0027.

[37] Rohbanfard H, Proteau L. “Learning through observation: a combination of expert and novice models favors learning”. Experimental Brain Research. 2011; 215(3-4): 183-97. doi: https://doi.org/10.1007/s00221-011-2882-x.

[38] Andrieux M, Proteau L. “Observation learning of a motor task: who and when?” Experimental Brain Research. 2013; 229(1): 125-37. doi: https://doi.org/10.1007/s00221-013-3598-x.

[40] Liao C-M, Masters RS. “Analogy learning: A means to implicit motor learning”. Journal of Sports Sciences. 2001; 19(5): 307-19.

[41] Bandura A. Guide for constructing Self-Efficacy Scales (Revised), from Frank Pajares, Emory University; Albert Bandura. Stanford University (http. emory. edu); 2001.

[42] Weiss MR, McCullagh P, Smith AL, Berlant AR. “Observational learning and the fearful child: Influence of peer models on swimming skill performance and psychological responses”. Research Quarterly for Exercise and Sport. 1998 Dec 1; 69(4): 380-94.

[43] Barzouka K, Bergeles N, Hatziharistos D. “Effect of simultaneous model observation and self-modeling of volleyball skill acquisition”. Perceptual and Motor Skills. 2007; 104(1): 32-42.