The Effect of the Availability of a Dynamic Model on the Acquisition of a Complex Cyclical Action

Abstract

This study examines the effect of the availability of a dynamic model on the acquisition of a complex cyclical action: slalom-type ski movements on a ski-simulator. A two-condition design was used, with N = 20 subjects per condition. In the experimental condition subjects had, during training trials, the benefit of the availability of a dynamic (video) model of an expert performer, while subjects in the control condition were left entirely to “discovery learning”. The dependent variables were the amplitude, frequency and fluency of the movement of the ski-simulator platform on which subjects were required to stand in operating the simulator. Movement characteristics of the platform were recorded by means of a microcomputer (Apple II+) coupled to a Selcom 403 camera (SELSPOT system). Subjects having the benefit of a dynamic model during training were shown, at the end of the five-day training period, to produce more fluent movements (of the platform) and to show greater consistency of fluency and of tempo than subjects left entirely to discovery learning. The results are discussed in the context of theories of perception and of motor learning.

Motor imagery: Perception or action?

“…Whilst the actor remains still only an apparently random pattern of light points is seen but virtually as soon as the actor moves the light stimuli resolve into meaningful action and fine judgments can be made about what the actor is doing, what load is being carried and even the sex of the actor can be guessed better than chance. Whiting and his associates [98] have shown that subjects learning a simulated ski task by observing a model appear to be able to pick up certain qualitative features of the model's performance and incorporate these into their own responses in a way which is consistent with the existence of a set of specifications of perceptual-motor movement parameters which are functional in both perceptual and motor terms. Studies of the role of movement in short-term memory shed further light on the joint perceptual and motor functions of imagery.…”

From visuo-motor interactions to imitation learning: Behavioural and brain imaging studies

“…In light of the available evidence for direct matching, future research can now be directed towards exploring the neurocognitive mechanisms of observational as well as physical practice in greater detail. Whiting et al (1987) interpreted their results with reference to a statement by Ricoeur (1966), with which we wholeheartedly agree:…”

“…An apparatus used to study observational learning effects on whole-body coordination is the skisimulator (Whiting, Bijlard, & DenBrinker, 1987). In the study of Whiting and colleagues, participants performed slalom-type ski movements over a 5-day training period.…”

Anxiety-Induced Changes in Movement Behaviour during the Execution of a Complex whole-body task

“…(Bernstein, 1996). More specifically, learning a skill is accompanied by irregular, jerky, less fluent, and slow movements requiring much effort (Beilock & Carr, 2001;Beilock et al, 2002a;den Brinker, Stäbler, Whiting, & van Wieringen, 1986;den Brinker & van Hekken, 1982;Magill, 1998;Masters, 1992;Vereijken, van Emmerik, Whiting, & Newell, 1992;Vincken & Denier van der Gon, 1985;Whiting, Bijlard, & den Brinker, 1987). In addition, movements in early learning are found to be restricted in amplitude (den Brinker et al, 1986;Vereijken, Whiting, & Beek, 1992).…”