Learner-Controlled Self-Observation is Advantageous for Motor Skill Acquisition

Abstract

There were two main objectives of this research. First, we wanted to examine whether video feedback of the self (self-observation) was more effective for motor skill learning when the choice to view the video was provided to the learner (learner-controlled, LC) as opposed to an experimenter-controlled (EC) delivery. Secondly, we explored whether there were differences in the self-regulatory processes of self-efficacy and intrinsic motivation, as well as perceived choice between the LC and EC conditions. Two groups (LC and EC) of children (M age of 11.2 years; SD = 1.89) attempted to learn a progression of trampoline skills during a 2-day acquisition phase in which video self-observation was available. The second acquisition day was followed by a no self-observation retention test 1 day later. It was hypothesized that, during retention, the LC group would be more self-efficacious about their ability to progress through the trampoline skills, show greater intrinsic motivation and perceived choice, and go further in skill progression than the EC group. Analysis of the acquisition data showed the LC group had greater increases in self-efficacy as compared to the EC group. Results of the retention test showed that the participants in the LC group obtained higher scores on the intrinsic motivation and perceived choice measures and had higher skill progression scores as compared to the EC group. Regression analysis showed that group assignment and self-efficacy were significant predictors of the physical performance benefits noted in retention. These findings are discussed within Zimmerman’s (2004) self-regulation of learning model.

Not all choices are created equal: Task-relevant choices enhance motor learning compared to task-irrelevant choices

“…Interestingly, we found no support that exercising choice, whether relevant or irrelevant to the to-be-learned task, is more autonomy-supportive than not exercising choice. This finding is consistent with Ste-Marie et al (2013), who found no differences in perceived competence between their self-…”

Effects of self-action observation on standing balance learning: A change of brain activity detected using functional near-infrared spectroscopy

“…Therefore, the learner detects errors in their performance by a comparison between motor experience and the objective visual perception of their own performance. In a previous study on the effect of video feedback by self-action observation, Ste-Marie et al (2012) reported an effect on a task that required movement of the whole body only when not using the upper extremities. Aiken, Fairbrother & Post (2012) also reported an effect of video feedback using a similar task.…”

“…Furthermore, video feedback, including self-observation, allows self-monitoring and the self-correction of errors during task performance (Toglia & Kirk, 2000). Several studies have demonstrated the effects of video feedback on motor skill learning for healthy (Ste-Marie, Vertes, Law, & Rymal, 2012) and brain-damaged subjects (Schmidt, Fleming, Ownsworth, & Lannin, 2013). Thus, action observation and video feedback lead to enhanced motor skill learning by observing performance.…”

Motor Skill Learning in Groups: Some Proposals for Applying Implicit Learning and Self-Controlled Feedback. [Aprendizaje de habilidades/destrezas motoras en grupos: Propuestas para la Aplicación de Aprendizaje Implícito, autocontrolado y retroalimentado].

“…In addition, it appears that children that request feedback more often than their peers demonstrate enhanced learning (Chiviacowski, Wulf, Laroque de Medeiros, Kaefer, & Wally, 2008). And whereas adults tend to ask for feedback relatively infrequently, after a little more than 10% of the attempts (Janelle et al, 1997), children are reported to ask after one-third of the trials or more frequently (e.g., Ste-Marie et al, 2013). Clearly, it is impossible for a teacher to meet this need for feedback and additional attentional cueing with a group of over 20 children.…”