Using Video-based Modeling to Promote Acquisition of Fundamental Motor Skills

Obrusníková, Iva; Rattigan, Peter

doi:10.1080/07303084.2016.1141728

Cited by 22 publications

(19 citation statements)

References 15 publications

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“…Furthermore, the incorporation of custom‐made videos enabled individualized instruction which is relevant, given some young children with ASD struggle to attend to video models (Nikopoulos & Keenan, 2003; Paterson & Arco, 2007; Plavnick, 2012); and less is known about the ability of adolescents with moderate to severe DD ability to attend to videos. The videos in the study were intentionally created to help participants attend to the salient environmental features required to complete the walking circuit, a critical component associated with utilizing VBI to teach PA (Obrusnikova & Rattigan, 2016). For example, the specific identification of the pieces of the equipment (e.g., red cone, step up bench) as a step in the task analysis.…”

Section: Discussionmentioning

confidence: 99%

The use of video‐based instruction to promote independent performance of physical activity skills in students with developmental disabilities in a school and community setting

Bassette

Titus‐Dieringer

Zoder‐Martell

et al. 2020

Psychology in the Schools

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School psychologists are well-positioned to assist practitioners in engaging students in physical activity (PA) which can increase student access to improved well-being and associated health benefits. This may be of particular importance for adolescents with moderate to severe developmental disabilities (DD; autism and intellectual disability) who display various deficits in performing PA skills. Previous research suggests video-based instruction (VBI) effectively facilitated independence associated with PA skills in people with DD, however, additional research is warranted. The purpose of this study was to evaluate the degree a VBI impacted acquisition of skills in individuals with DD at school, and, subsequently, in a community setting. Multiple probe design was used to assess the effect of the intervention in four participants. The results indicate the intervention was effective in teaching three participants to perform the circuit in the school setting and transfer the skills to the community setting; however, maintenance was variable. Implications related to practice for school psychologists, teachers, and other practitioners, as well as, limitations and future research directions are discussed.

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Section: Discussionmentioning

confidence: 99%

The use of video‐based instruction to promote independent performance of physical activity skills in students with developmental disabilities in a school and community setting

Bassette

Titus‐Dieringer

Zoder‐Martell

et al. 2020

Psychology in the Schools

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“…This may seem to be common sense, but the reality is that many practitioners (e.g., school teachers, rehabilitation specialists, sport coaches) rely on verbal instructions to teach new motor skills until competency is achieved. Future research should explore the effect of combining instructions with other teaching strategies, such as providing demonstrations ( Obrusnikova and Rattigan, 2016 ), reducing errors ( Capio et al, 2013a , b ), or scaling equipment ( Buszard et al, 2014 ). An interesting research question is whether a practical test can be developed for coaches to assess WM capacity.…”

Section: Discussionmentioning

confidence: 99%

Working Memory Capacity Limits Motor Learning When Implementing Multiple Instructions

et al. 2017

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Although it is generally accepted that certain practice conditions can place large demands on working memory (WM) when performing and learning a motor skill, the influence that WM capacity has on the acquisition of motor skills remains unsubstantiated. This study examined the role of WM capacity in a motor skill practice context that promoted WM involvement through the provision of explicit instructions. A cohort of 90 children aged 8 to 10 years were assessed on measures of WM capacity and attention. Children who scored in the lowest and highest thirds on the WM tasks were allocated to lower WM capacity (n = 24) and higher WM capacity (n = 24) groups, respectively. The remaining 42 participants did not participate in the motor task. The motor task required children to practice basketball shooting for 240 trials in blocks of 20 shots, with pre- and post-tests occurring before and after the intervention. A retention test was administered 1 week after the post-test. Prior to every practice block, children were provided with five explicit instructions that were specific to the technique of shooting a basketball. Results revealed that the higher WM capacity group displayed consistent improvements from pre- to post-test and through to the retention test, while the opposite effect occurred in the lower WM capacity group. This implies that the explicit instructions had a negative influence on learning by the lower WM capacity children. Results are discussed in relation to strategy selection for dealing with instructions and the role of attention control.

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“…In summary, the effect of video modeling on motor skill assessment performance for children with ASD remains inconclusive. Although there is a variety of literature that provides evidence-based recommendations for creating video modeling interventions in academic, social and behavioral fields of research (Bellini & Akullian, 2007;Ganz et al, 2011;Shukla-Mehta et al, 2010;Wilson, 2013), and recent suggestion-based papers suggest for the use of video modeling in physical education and assessment (Case & Yun, 2015;Obrusnikova & Rattigan, 2016), there are currently no studies that empirically support the use of video modeling strategies to improve motor skills among children with ASD. It is therefore the recommendation of these authors that present and future studies examining video modeling within motor assessment and physical education are offered in the literature, regardless of the outcome, with detailed accounts of the included methodology.…”

Section: Perspectivesmentioning

confidence: 99%

“…Despite these differing results, there has been a rise in interest in how video modeling can be used among children with ASD. At least 4 practical-based publications within the last 3 years have advocated for the use of video modeling in motor skill or physical education settings (Case & Yun, 2015;Colombo-Dougovito, 2015;Krause & Taliaferro, 2015;Obrusnikova & Rattigan, 2016). There is no doubt that video modeling is an interesting topic and appears to have great promise within motor skill settings.…”

Section: Introductionmentioning

confidence: 99%

Video modeling and Test of Gross Motor Development-3 performance among children with autism spectrum disorder

Case¹,

Yun²

2019

EUJAPA

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The purpose of this study was to explore the effects of video modeling on Test of Gross Motor Development-3 (TGMD-3) performance among children with autism spectrum disorder (ASD). Thirteen participants with ASD were assessed under two separate TGMD-3 protocol conditions-traditional and video modeling. Raters were blind to the protocol condition they were observing in order to prevent bias towards one condition. Total gross motor scores were analyzed using a one-way repeated-measures ANOVA. While improvements in overall gross motor scores with the video modeling condition were observed among children with ASD, differences were not statistically significant. Additionally, the video modeling condition took significantly longer time to complete than the traditional approach. The results do not provide support for the use of video modeling to improve TGMD-3 motor performance scores. Future research is necessary considering the promotion and use of video modeling is increasing.

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Using Video-based Modeling to Promote Acquisition of Fundamental Motor Skills

Cited by 22 publications

References 15 publications

The use of video‐based instruction to promote independent performance of physical activity skills in students with developmental disabilities in a school and community setting

The use of video‐based instruction to promote independent performance of physical activity skills in students with developmental disabilities in a school and community setting

Working Memory Capacity Limits Motor Learning When Implementing Multiple Instructions

Video modeling and Test of Gross Motor Development-3 performance among children with autism spectrum disorder

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