USE MODELING WHEN TEACHING BEGINNERS
SooHoo, S., Takemoto, K., & McCullagh, P. (2002). Modeling and imagery as interventions for skill acquisition [abstract]. Research Quarterly for Exercise and Sport, 73(supplement), A-95.
This study investigated the effects of modeling and imagery on skill acquisition in naive Ss. Modeling consisted of being shown a model of correct performance followed by an attempt to reproduce the experience. The imagery condition consisted of being given verbal instructions followed by their interpretation into images. Ss performed three 15-sec acquisition trials of squat lifts. The first trial was designated as either modeling or imagery. The second trial was the other condition. The third trial was the condition selected as the preferred condition.
The modeling group was significantly better at performance than the imagery group. When Ss changed to the other condition, performance did not change. The preferred condition did not change performance either. More Ss selected modeling as the preferred condition. There were no differences between the conditions for concentration, self-efficacy level, and self-efficacy strength.
Implication. Modeling is a more effective form of instruction than imagery for beginners.
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