TY - JOUR
T1 - Show and tell in the gymnasium revisited
T2 - Developmental differences in modeling and verbal rehearsal effects on motor skill learning and performance
AU - Weiss, Maureen R.
AU - Ebbeck, Vicki
AU - Rose, Debra J.
PY - 1992/9
Y1 - 1992/9
N2 - 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.
AB - 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.
KW - Developmental
KW - Modeling
KW - Motor performance
KW - Observational learning
KW - Verbal rehearsal
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U2 - 10.1080/02701367.1992.10608745
DO - 10.1080/02701367.1992.10608745
M3 - Article
C2 - 1513960
AN - SCOPUS:0026912590
VL - 63
SP - 292
EP - 301
JO - Research Quarterly for Exercise and Sport
JF - Research Quarterly for Exercise and Sport
SN - 0270-1367
IS - 3
ER -