Looking to Learn: The Effects of Visual Guidance on Observational Learning of the Golf Swing

D’Innocenzo, Giorgia; González, Claudia Cristina Ortega; Williams, A. Mark; Bishop, Daniel

doi:10.1371/journal.pone.0155442

Cited by 47 publications

(40 citation statements)

References 72 publications

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“…Participants given both visual and verbal cues demonstrated better movement form and reduced error in passing to a target. Cueing participants to key features of a golf swing during observation improved both immediate and delayed performance for swing execution. Similarly, in a surgical setting, attending to the right information may benefit the acquisition of motor skills.…”

Section: Resultsmentioning

confidence: 98%

Action observation for sensorimotor learning in surgery

Harris

Vine

Wilson

et al. 2018

British Journal of Surgery

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Background Acquiring new motor skills to learn complex movements and master the use of a diverse range of instruments is fundamental for developing expertise in surgery. Although aspects of skill development occur through trial and error, watching the performance of another individual (action observation) is an increasingly important adjunct for the acquisition of these complex skills before performing a procedure. The aim of this review was to examine the evidence in support of the use of action observation in surgery. Methods A narrative review of observational learning for surgical motor skills was undertaken. Searches of PubMed and PsycINFO databases were performed using the terms ‘observational learning’ OR ‘action observation’ AND ‘motor learning’ OR ‘skill learning’. Results Factors such as the structure of physical practice, the skill level of the demonstrator and the use of feedback were all found to be important moderators of the effectiveness of observational learning. In particular, observation of both expert and novice performance, cueing attention to key features of the task, and watching the eye movements of expert surgeons were all found to enhance the effectiveness of observation. It was unclear, however, whether repeated observations were beneficial for skill learning. The evidence suggests that these methods can be employed to enhance surgical training curricula. Conclusion Observational learning is an effective method for learning surgical skills. An improved understanding of observational learning may further inform the refinement and use of these methods in contemporary surgical training curricula.

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Section: Resultsmentioning

confidence: 98%

Action observation for sensorimotor learning in surgery

Harris

Vine

Wilson

et al. 2018

British Journal of Surgery

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“…Learning, reflected by shorter response latencies and fewer errors, was also shown to be optimized following observation from a first-person perspective in contrast to a third-person perspective in another timing task-index finger lifting from a resting position (Watanabe and Higuchi, 2016). In addition, improvement of golf swing execution (rated scores) was found at posttest and 1 week later in a retention test among participants who spent significantly more time looking at cued areas on video clips (D'Innocenzo et al, 2016). In AO literature, the question concerning the most effective instruction for optimizing the motor performance of an observer remains open.…”

Section: Introductionmentioning

confidence: 87%

“…The extent of the AO effects on motor performance can be modulated by several factors such as the observed model type , advanced information about the demonstration quality (Andrieux and Proteau, 2016), viewpoint (Watanabe and Higuchi, 2016), and visual guidance (D'Innocenzo et al, 2016). With respect to the observed model type, participants who were required to observe a four-segment timing task performed by a novice, expert, or both novice and expert models outperformed a control group on both total movement time and intermediate time of each segment in the immediate retention and transfer tests ).…”

Section: Introductionmentioning

confidence: 99%

The Effects of Instruction Manipulation on Motor Performance Following Action Observation

Frenkel‐Toledo

Einat

Kozol

2020

Front. Hum. Neurosci.

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The effects of action observation (AO) on motor performance can be modulated by instruction. The effects of two top-down aspects of the instruction on motor performance have not been fully resolved: those related to attention to the observed task and the incorporation of motor imagery (MI) during AO. In addition, the immediate vs. 24-h retention test effects of those instruction's aspects are yet to be elucidated. Fortyeight healthy subjects were randomly instructed to: (1) observe reaching movement (RM) sequences toward five lighted units with the intention of reproducing the same sequence as fast and as accurate as possible (Intentional + Attentional group; AO+At);(2) observe the RMs sequence with the intention of reproducing the same sequence as fast and as accurate as possible and simultaneously to the observation to imagine performing the RMs (Intentional + attentional + MI group; AO+At+MI); and (3) observe the RMs sequence (Passive AO group). Subjects' performance was tested before and immediately after the AO and retested after 24 h. During each of the pretest, posttest, and retest, the subject performed RMs toward the units that were activated in the same order as the observed sequence. Occasionally, the sequence order was changed by beginning the sequence with a different activated unit. The outcome measures were: averaged response time of the RMs during the sequences, difference between the response time of the unexpected and expected RMs and percent of failures to reach the target within 1 s. The averaged response time and the difference between the response time of the unexpected and expected RMs were improved in all groups at posttest compared to pretest, regardless of instruction. Averaged response time was improved in the retest compared to the posttest only in the Passive AO group. The percent of failures across groups was higher in pretest compared to retest. Our findings suggest that manipulating top-down aspects of instruction by adding attention and MI to AO in an RM sequence task does not improve subsequent performance more than passive observation. Off-line learning of the sequence in the retention test was improved in comparison to posttest following passive observation only.

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“…Observational learning is generally found to be more effective than doing nothing (e.g., D'Innocenzo, Gonzalez, Williams, & Bishop, 2016) or than verbal instructions alone (Janelle & Hillman, 2003). However, the literature is inconclusive when it comes to comparison of mere practice, mere observation and the combined effects of practice and observation.…”

Section: Observation Versus Physical Practicementioning

confidence: 99%

Learning How to Throw Darts. Effects of Modeling Type and Reflection on Novices’ Dart-Throwing Skills

Loo

Krahmer

Amelsvoort

2020

Journal of Motor Behavior

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In this study, we investigated the effects of modeling type and reflection on the acquisition of dart-throwing skills, self-efficacy beliefs and self-reaction scores by conceptually replicating a study by Kitsantas, Zimmerman, and Cleary (2000). Participants observing a novice model were expected to surpass participants observing an expert model who in turn were expected to outperform participants who learned without a model. Reflection was hypothesized to have a positive effect. 156 High school and university students were tested three times: in a pretest, after a modeling intervention, and after a practice round. Contrary to what was expected, we found no main effects of modeling type and reflection. No interaction effects were found either. There was an effect of testing moment, indicating that participants improved dart-throwing skills, self-efficacy beliefs, and self-reaction scores over time.With these findings, we are not able to replicate Kitsantas et al. From our study, we conclude that observational learning, irrespective of the model's skill level, combined with physical practice, yields similar results as mere physical practice. Lay SummaryM astering a motor skill, such as dart throwing, is often done by practicing darts, observing someone else playing darts or a combination of observing and practicing. In our study, we find no differences between students who learn by observation combined with physical practice and those who merely practiced.

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Looking to Learn: The Effects of Visual Guidance on Observational Learning of the Golf Swing

Cited by 47 publications

References 72 publications

Action observation for sensorimotor learning in surgery

Action observation for sensorimotor learning in surgery

The Effects of Instruction Manipulation on Motor Performance Following Action Observation

Learning How to Throw Darts. Effects of Modeling Type and Reflection on Novices’ Dart-Throwing Skills

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