Show and tell in the gymnasium revisited: Developmental differences in modeling and verbal rehearsal effects on motor skill learning and performance

Little research has investigated the observational learning process from a developmental perspective. The purpose of this study was to extend previous research by considering two factors: Performance versus learning and sequencing versus form scores. Children¹(N = 60) comprising two age groups (5-0 to 6-11 and 8-0 to 9-11 years) were randomly assigned to verbal rehearsal only, model only, or model plus verbal rehearsal conditions. The task to as a 6-part motor skill sequence in which proper sequencing and quality of form were assessed. A 2x3x4 (agi group by model type by trial blocks) repeated measures MANOVA revealed a significant three-way interaction. Older children performed equally well under any of the model type conditions during both performance and learning. For younger children, a model plus rehearsal was superior to rehearsal only on sequence and form at performance and learning and superior to model only on sequence scores during the first two performance trial blocks. Model only and model plus rehearsal conditions were equally effective on form scores. These results suggest that age differences exist in the modeling of motor skills under conditions varying in model type, sequence and form scores, and performance and learning phases.