Abstract
There were two main objectives of this research. First, we wanted to examine whether video feedback of the self (self-observation) was more effective for motor skill learning when the choice to view the video was provided to the learner (learner-controlled, LC) as opposed to an experimenter-controlled (EC) delivery. Secondly, we explored whether there were differences in the self-regulatory processes of self-efficacy and intrinsic motivation, as well as perceived choice between the LC and EC conditions. Two groups (LC and EC) of children (M age of 11.2 years; SD = 1.89) attempted to learn a progression of trampoline skills during a 2-day acquisition phase in which video self-observation was available. The second acquisition day was followed by a no self-observation retention test 1 day later. It was hypothesized that, during retention, the LC group would be more self-efficacious about their ability to progress through the trampoline skills, show greater intrinsic motivation and perceived choice, and go further in skill progression than the EC group. Analysis of the acquisition data showed the LC group had greater increases in self-efficacy as compared to the EC group. Results of the retention test showed that the participants in the LC group obtained higher scores on the intrinsic motivation and perceived choice measures and had higher skill progression scores as compared to the EC group. Regression analysis showed that group assignment and self-efficacy were significant predictors of the physical performance benefits noted in retention. These findings are discussed within Zimmerman’s (2004) self-regulation of learning model.
Highlights
A number of convergent research areas suggest that allowing individuals to control features of their own learning environment enhances motor learning
No research has been conducted to determine whether there are motor learning advantages for children who are provided with control over when to observe themselves on video following task performance; a technique known as self-observation (Dowrick, 1999)
PRELIMINARY ANALYSES Based on stem and leaf-plot analysis, four participants were identified as outliers with respect to the psychological variables and their data was not included in further analysis of the self-efficacy, intrinsic motivation, and perceived choice data, resulting in a final sample size of 56 for those analyses
Summary
A number of convergent research areas suggest that allowing individuals to control features of their own learning environment enhances motor learning. While most of the research has been conducted with healthy adults, learning advantages have been evidenced in populations with movement disorders (Chiviacowsky et al, 2012a,b) and with children controlling their own KR (Chiviacowsky et al, 2008a,b). No research has been conducted to determine whether there are motor learning advantages for children who are provided with control over when to observe themselves on video following task performance; a technique known as self-observation (Dowrick, 1999). We compared motor skill performance in trampoline skills for one group of children who decided themselves when to self-observe on video (LC) against a group of children who were provided with the same self-observation schedule, but following an EC delivery
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