Effects of self-modeling on self-efficacy and balance beam performance.
The purpose of this investigation was to assess the effect of self-modeling on self-efficacy and performance of balance beam routines. Subjects were intermediate-level female gymnasts who were randomly assigned to one of two groups, a self-modeling or a control group. For the self-modeling group, self-modeling videotapes were made of each subject performing her balance beam routine. During a 6-wk. period, self-modeling group subjects viewed the videotape of themselves three times a week prior to practice. During this time, the control group and self-modeling group participated in their normal instructional program. All subjects completed self-efficacy inventories and balance beam skill tests at four intervals, a pretest, a 2-wk. test, a 4-wk. test, and a 6-wk. posttest. Although no significant differences in ratings of self-efficacy or balance beam performance between the groups were found, the correlation between subjects' self-rated performance scores and actual performance scores for the self-modeling group was significant (r = .92). This correlation was not significant for the control group (r = .02). This significant correlation suggests that self-modeling may enhance performers' ability to assess their own performance realistically, improving their understanding and use of instructional feedback to enhance performance.
Winfrey
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School of Physical Education, Ball State University, Muncie, IN 47309.
Weeks
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DL
D000293:Adolescent; D001288:Attention; D002648:Child; D005260:Female; D006173:Gymnastics / Q000523:psychology*; D006801:Humans; D007100:Imitative Behavior; D007389:Internal-External Control; D011214:Practice, Psychological; D011597:Psychomotor Performance; D012649:Self Concept