<abstract xmlns="http://www.w3.org/1999/xhtml"><bold><italic>Introduction.</italic></bold> The aim of this study was to investigate the effect of learning a complex gymnastic routine with different frequencies of externally imposed and self-controlled model demonstration.<bold><italic>Material and Methods.</italic></bold> Thirty undergraduate physical education (PE) students were randomly assigned to 3 groups: G100 (100% frequency), GS (self-controlled frequency) and GC (control group). Each participant from groups G100 and GS performed 150 trials of a complex gymnastic routine during 10 practice sessions. The learning effect was evaluated on the basis of the mean absolute error value and measured during pre-acquisition (baseline), acquisition (practice sessions) and post-acquisition (retention and transfer tests) phases.<bold><italic>Results.</italic></bold> It was revealed that observational learning with self-controlled and high externally imposed frequency of model demonstration proved to be equally effective. The differences were found during the acquisition phase only. The self-controlled group achieved higher outcomes than the externally imposed group.<bold><italic>Conclusions.</italic></bold> This study indicates that performance during practice sessions does not always reflect the permanency and adaptability of the motor skill learning process.</abstract>

Introduction. The aim of this study was to investigate the effect of learning a complex gymnastic routine with different frequencies of externally imposed and self-controlled model demonstration.Material and Methods. Thirty undergraduate physical education (PE) students were randomly assigned to 3 groups: G100 (100% frequency), GS (self-controlled frequency) and GC (control group). Each participant from groups G100 and GS performed 150 trials of a complex gymnastic routine during 10 practice sessions. The learning effect was evaluated on the basis of the mean absolute error value and measured during pre-acquisition (baseline), acquisition (practice sessions) and post-acquisition (retention and transfer tests) phases.Results. It was revealed that observational learning with self-controlled and high externally imposed frequency of model demonstration proved to be equally effective. The differences were found during the acquisition phase only. The self-controlled group achieved higher outcomes than the externally imposed group.Conclusions. This study indicates that performance during practice sessions does not always reflect the permanency and adaptability of the motor skill learning process.

Observational Learning with Externally Imposed and Self-Controlled Frequency of Model Demonstration

Lomza State University of Applied Sciences

Faculty of Health Sciences, Department of Physical Education

Józef Piłsudski University of Physical Education in Warsaw

Faculty of Physical Education and Health in Biała Podlaska, Department of Physical Education and Sport

Polish Journal of Sport and Tourism

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Introduction. The aim of this study was to investigate the effect of learning a complex gymnastic routine with different frequencies of externally imposed and...

Observational Learning with Externally Imposed and Self-Controlled Frequency of Model Demonstration

Data publikacji: 31 gru 2020

Zakres stron: 3 - 7

Otrzymano: 02 sie 2020

Przyjęty: 24 sie 2020

DOI: https://doi.org/10.2478/pjst-2020-0013

Słowa kluczowe
motor skill learning, complex gymnastic routine, students, video-based training

© 2020 Weronika Łuba-Arnista et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Observational Learning with Externally Imposed and Self-Controlled Frequency of Model Demonstration

Data publikacji: 31 gru 2020

Zakres stron: 3 - 7

Otrzymano: 02 sie 2020

Przyjęty: 24 sie 2020

DOI: https://doi.org/10.2478/pjst-2020-0013

Słowa kluczowemotor skill learning, complex gymnastic routine, students, video-based training

© 2020 Weronika Łuba-Arnista et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Słowa kluczowe
motor skill learning, complex gymnastic routine, students, video-based training