The effects of viewing angle on the acquisition, retention and recognition of a complex dance sequence

Abstract

The benefits of observing a model when acquiring a new motor skill are well known. However, there is little research on the influence of viewing angle of the model. Our purpose was to assess whether a looking-glass (LG; face on) or subjective (Sub; facing away) viewing angle would result in different acquisition and retention levels when learning a complex Zumba dance sequence. Greater cognitive effort was expected during the LG condition, consequently resulting in slower acquisition but greater retention. Thirty-four females were evenly divided into the LG or Sub group. All participants first viewed four videos of the dance sequence and then attempted to execute the pattern to establish pretest values. They were then lead through six Zumba dances that incorporated the sequence 18 times. A 25 minute filled retention period followed the acquisition phase and included a cognitive effort evaluation of the viewing angles. Retention of the sequence was then assessed. Pretest scores showed no differences between the LG and Sub groups (p