The Comparison of Different Types of Observational Training on Motor Learning of Gymnastic Handstand

Maleki, Farzad; Nia, Parvaneh Shafie; Zarghami, Mehdi; Neisi, Abdoljalil

doi:10.2478/v10078-010-0043-0

Cited by 16 publications

(18 citation statements)

References 22 publications

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“…It has to be noticed that simultaneous verbal instructions, which direct the attention of athletes to six key points of the skills, are crucial (Kernodle, Johnson, & Arnold, 2001). Maleki, Shafie, Nia, Zarghami, and Neisi (2010) demonstrated that feedback with model observation and simultaneous provision of verbal instructions improved learning of the skill of handstand, while feedback without verbal instructions did not showed results in skill learning.…”

Section: Introductionmentioning

confidence: 95%

The effects of verbal and visual feedback on performance and learning freestyle swimming in novice swimmers

Giannousi

Kioumourtzoglou

2017

Kinesiology (Zagreb, Online)

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Abstract:The purpose of the present study was to investigate the effects of feedback on the freestyle swimming learning and performance of novice swimmers. Sixty male (M age =18.7, SD=1.82) first year students were randomly assigned into four groups: self-modeling, expert-modeling, verbal, and control group. The intervention program lasted for seven weeks. Participants were evaluated in 25m freestyle swimming, with a pool buoy between their legs and breathing every three hands through a pre-test, a post-test and a retention test. The result revealed that self-modeling group was the most effective, in comparison with the other types of feedback, in terms of improvement of the technique in novice swimmers. There were no differences between the groups in the speed performance of 25m freestyle swimming. Overall, the present study provides valuable evidence for the effects of self-modeling on performance in freestyle swimming, and encourages research to further explore such effects between different types of feedback in real training conditions.

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Section: Introductionmentioning

confidence: 95%

The effects of verbal and visual feedback on performance and learning freestyle swimming in novice swimmers

Giannousi

Kioumourtzoglou

2017

Kinesiology (Zagreb, Online)

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“…Simultaneous verbal instructions, which accompanied the model demonstrations and direct the attention of the athletes in key points of the skills, are crucial (Derri et al, 2014). The results of the study conducted by Maleki, Shafie, Nia, Zarghami, and Neisi, (2010) have shown that feedback with model observation and simultaneous provision of verbal instructions improved learning in the skill of handstand, while feedback without verbal instructions did not show results in skills learning. Recently, Lazarides and Gorozides (2012) defined that the simultaneous use of video with verbal feedback is superior in comparison to the traditional method in teaching serving in volleyball to children of the first grade of high school and Lola, Tzetzis and Zetou (2012), defined that the video observation model effected on implicit practice in the development of decision making in volleyball serving.…”

Section: Jpes ®mentioning

confidence: 99%

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Barzouka¹,

Sotiropoulos²,

Kioumourtzoglou³

2015

JPES

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The aim of present study was to investigate the type of feedback (observation of a videotaped expert model, videotaped expert model plus self-monitoring observation or traditional feedback-only verbal instructions on skill elements) that will affect the performance and learning of the technique and outcome on volleyball pass skill of novice students/athletes. The second aim was to check if athletes were task or ego oriented, which means if they were intrinsic or extrinsic motivated. Participants were sixty three high school students of age 12-15 (Μ=13.1, SD= 0.89), without any experience on volleyball. The students were divided in three groups, expert plus self-modeling observation group, expert modeling group, and control group/verbal feedback. Quantitative and qualitative evaluations of the participants' performance were used, through three measurements (pre, post intervention and retention test one week after the posttest). Results indicated that participants who observed videotaped expert model plus self-monitoring were significantly improved, concerning the technical execution and also the outcome of the pass skill. Participants of expert modeling group were also improved their technique and the outcome of pass skill than participants of control group who had the least improvement of all the groups. Concerning the task and ego orientation the results revealed that participants of experimental groups were better in task orientation than the control group, after the intervention program. It seems that this particular method of feedback using observation and verbal instructions, helps participants to perform and learn the pass skill and also motivates them to "task" (compete and practice). This method of feedback and correction of errors could be useful for teacher of physical education and coaches because help students/athletes not only to learn the skill but also to keep them motivated on their sport.

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“…video, live or virtual model), the viewing perspective, and the characteristics of the task, observer and model [ 19 ]. Studies that have examined modality have yielded no differences between live and video models for learning a springboard diving task [ 20 ], between live and animated models performing a handstand [ 21 , 22 ], or between live and virtual models demonstrating fly-fishing technique [ 23 ]. When viewing the action from a first-person perspective faster skill acquisition may occur, as this perspective requires fewer cognitive resources than does viewing the action from a third-person perspective (i.e.…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2016

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Skilled performers exhibit more efficient gaze patterns than less-skilled counterparts do and they look more frequently at task-relevant regions than at superfluous ones. We examine whether we may guide novices’ gaze towards relevant regions during action observation in order to facilitate their learning of a complex motor skill. In a Pre-test-Post-test examination of changes in their execution of the full golf swing, 21 novices viewed one of three videos at intervention: i) a skilled golfer performing 10 swings (Free Viewing, FV); ii) the same video with transient colour cues superimposed to highlight key features of the setup (Visual Guidance; VG); iii) or a History of Golf video (Control). Participants in the visual guidance group spent significantly more time looking at cued areas than did the other two groups, a phenomenon that persisted after the cues had been removed. Moreover, the visual guidance group improved their swing execution at Post-test and on a Retention test one week later. Our results suggest that visual guidance to cued areas during observational learning of complex motor skills may accelerate acquisition of the skill.

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The Comparison of Different Types of Observational Training on Motor Learning of Gymnastic Handstand

Abstract: The present study aimed at assessing the influence of three types of observational training on motor learning of gymnastic handstand. Fifty healthy male subjects (age 20.35±1.44)

Cited by 16 publications

References 22 publications

The effects of verbal and visual feedback on performance and learning freestyle swimming in novice swimmers

The effects of verbal and visual feedback on performance and learning freestyle swimming in novice swimmers

Untitled

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

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