Reference : Effect of observing different model demonstrations on the development of internal mot...
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/29836
Effect of observing different model demonstrations on the development of internal motor represenation
English
[de] Die Effekte unterschiedlicher Modelldemonstrationen auf die Entwicklung interner Bewegungsrepräsentationen
Ghorbani, Saeed [Islamic azad University > Department of Physical Education and Sport Science]
Schuster, Frerk [> >]
Hillebrecht, Martin [Carl von Ossietzky-Universität Oldenburg > Insitut für Sportwissenschaft]
Bund, Andreas mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Feb-2017
Gymnasium: Scientific Journal of Education, Sports & Health
“Vasile Alecsandri” University of Bacau
17
2
55-64
Yes (verified by ORBilu)
International
1453-0201
2344-5645
Bacau
Romania
[en] Observation ; Movement representation ; Baseball pitch
[en] This study was designed to investigate the relative effects of observing video, point­ light, and stick-figure model demonstrations on the development of internal motor representation of a highly complex sport skill. Forty one novice female and male students were randomly assigned to video, point-light, stick-figure and no­ demonstration control groups. Internal motor representation was evaluated by a computer - based test using the error detection paradigm. Participants had to view ten digital photos representing different phases of a Baseball pitching and were instructed to identify by mouset.C:Heking various movement errors. The test was respectively performed after 5 familiarization trials (pre-test), 3 acquisition blocks of 10 trials (post­ test) and one week without practice (retention test). Participants observed related model demonstrations prior to each acquisition block. Results showed that demonstration groups improved their scores in either post-test or retention test; however these improvements were not statistically significant. Moreover, there was no significant difference between groups either in post-test or retention test. The findings are discussed in terms of difficulty of errors, insufficient amount of physical or observational practice, and small sample size.
http://hdl.handle.net/10993/29836

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