A comparison of modeling modalities in the observational learning of an externally paced skill.
This study contrasted prepractice modeling with either the perceptual component (perceptual modeling) or the motor component (movement pattern) of a coincident-timing task to determine whether experiencing the modalities singly or in combination enhanced timing performance on initiation of active practice. The motor component was a 60-cm right-to-left arm movement coincident with the illumination of lights on a Bassin timer runway to displace a barrier as the final runway light was illuminated. Four groups were compared (n = 12 per group). A perceptual modeling group passively viewed stimulus runway lights prior to attempting the task. A motoric modeling group viewed a videotape prior to practice of a model performing the motor component of the skill with zero timing error. A perceptual modeling plus motoric modeling group experienced both modeling modalities prior to performance. Finally, a no modeling group simply initiated practice on the task without modeling. Results indicated that the groups experiencing perceptual modeling initiated practice with significantly less average timing error and variability. Thus, perceptual modeling appeared to be at least as important as motoric modeling as a source of prepractice information to make available to a learner to optimize coincident-timing skill acquisition.
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School of Physical Education, Ball State University, Muncie, IN 47306.
D000704:Analysis of Variance; D005260:Female; D006801:Humans; D007100:Imitative Behavior / Q000502:physiology*; D007858:Learning / Q000502:physiology*; D009048:Motor Skills / Q000502:physiology; D011597:Psychomotor Performance / Q000502:physiology*; D013997:Time Factors; D014796:Visual Perception / Q000502:physiology