Modeling in Learning Two Volleyball Skills

Abstract

The present study was designed to investigate the influence of two different types of modeling and knowledge of performance on acquisition and retention of two volleyball skills (set and serve). Participants were 63 boys and 53 girls in elementary school, whose mean age was 11.7 yr. (SD=.5). The children were randomly assigned into two groups given the same practice method for 16 practice sessions (8 for the set and 8 for the serve) but different types of modeling. Some participants observed a videotape of an expert model performing the skills, and the second group observed a videotaped replay of their own performance. Verbal cues were provided simultaneously with the videotaped demonstration. The first group improved set and serve skills more on acquisition and on the retention test than the second group. This improvement was present when scores and form were evaluated. Modeling plus instructional cues seemed to improve children's learning of two volleyball skills (set and serve), and this procedure is suggested for use by practitioners.

The Effect of Pairwise Video Feedback on the Learning of Elegant Eye-Hand Coordination Skill

“…Bandura's social learning theory states that observational learning is a process which leads to individual recognition of the skills and production of movement. Skill display allows the leaners to visually relate the oral description of the skill to information obtained from the valid tokens of the task for a successful performance (4). On the other hand, when someone sees a model, the pattern of skill will be learned with a focus on the spatial and temporal characteristics of that skill.…”

“…On the other hand, when someone sees a model, the pattern of skill will be learned with a focus on the spatial and temporal characteristics of that skill. In order to develop the movement pattern, the observer perceives and uses the fixed (quintessential) aspects of movement coordination pattern (4). Arising from observational learning, neuromuscular effects theory confirms the effect of pairwise video feedback on learning of motion skills.…”

Efeito da demonstração distribuída na aprendizagem do saque do voleibol

“…Estes estudos são desenvolvidos com tarefas utilizadas no dia a dia 3 , ou ainda com habilidades esportivas, e apesar de testarem resultados obtidos em estudos de laboratório, ainda não são caracterizados como pesquisa aplicada 4 . São encontrados estudos que testaram os efeitos da interferência contextual 5,3 , do "feedback" [6][7] , do estabelecimento de metas 8 e da demonstração [9][10] . Dentre estes fatores que afetam a aquisição de habilidades motoras, a demonstração tem recebido atenção ao longo dos anos, pois é uma forma de fornecer informação relacionada ao padrão espaço-temporal de uma ação a ser realizada para alcançar a meta da tarefa em questão 11 .…”

Immediate video feedback on ramp, wheelie, and curb wheelchair skill training for persons with spinal cord injury

“…With the advancement in rehabilitative technology, feedback such as biofeedback and/or visual feedback has been commonly used to facilitate learning [5][6][7][8][9]. Video demonstration and augmented feedback can provide knowledge of both movement (pattern) performance and movement results, and several studies have demonstrated the benefits of video feedback in individuals without SCI [10][11][12]. For example, videos have been widely used as a source of feedback for motor skill acquisition in sport performance [10,[13][14][15].…”