No abstract

There were two main objectives of this research. First, we wanted to examine whether video feedback of the self (self-observation) was more effective for motor skill learning when the choice to view the video was provided to the learner (learner-controlled, LC) as opposed to an experimenter-controlled (EC) delivery. Secondly, we explored whether there were differences in the self-regulatory processes of self-efficacy and intrinsic motivation, as well as perceived choice between the LC and EC conditions. Two groups (LC and EC) of children (M age of 11.2 years; SD = 1.89) attempted to learn a progression of trampoline skills during a 2-day acquisition phase in which video self-observation was available. The second acquisition day was followed by a no self-observation retention test 1 day later. It was hypothesized that, during retention, the LC group would be more self-efficacious about their ability to progress through the trampoline skills, show greater intrinsic motivation and perceived choice, and go further in skill progression than the EC group. Analysis of the acquisition data showed the LC group had greater increases in self-efficacy as compared to the EC group. Results of the retention test showed that the participants in the LC group obtained higher scores on the intrinsic motivation and perceived choice measures and had higher skill progression scores as compared to the EC group. Regression analysis showed that group assignment and self-efficacy were significant predictors of the physical performance benefits noted in retention. These findings are discussed within Zimmerman’s (2004) self-regulation of learning model.

The purpose of this research was to examine whether children would benefit from a feedforward self-modeling (FSM) video and to explore possible explanatory mechanisms for the potential benefits, using a self-regulation framework. To this end, children were involved in learning two five-skill trampoline routines. For one of the routines, a FSM video was provided during acquisition, whereas only verbal instructions were provided for the alternate routine. The FSM involved editing video footage such that it showed the learner performing the trampoline routine at a higher skill level than their current capability. Analyses of the data showed that while physical performance benefits were observed for the routine that was learned with the FSM video, no differences were obtained in relation to the self-regulatory measures. Thus, the FSM video enhanced motor skill acquisition, but this could not be explained by changes to the varied self-regulatory processes examined.

Research has shown imagery interventions to be important tools for learning new skills, as well as enhancing competitive performance. Moreover, imagery vividness and ability are two factors shown to contribute to their effectiveness. Therefore, learning ways to increase one's imagery vividness and ability is important. Hence, the present research examined the effects of an external stimulus (i.e., a self-modeling video) on one's imagery vividness and ability. A self-modeling video is an edited video showing the desired target behaviors; in this case it was a competitive dive. Two imagery measures (VMIQ and MIQ-R) were used to capture whether the self-modeling video would influence competitive divers' imagery vividness and ability. Seven competitive divers were administered both imagery measures at pre-test and post-test. After pre-test scores were taken, the participants' individual self-modeling videos were shown on three occasions before each competition and once at each competition. The results for the VMIQ indicated that imagery vividness when imaging the self was significantly better than when imaging others, F(1,6) = 7.44, p < 0.05, ?2 = .54. Of more importance is that the participants' imagery vividness increased after the self-modeling video had been administered for imaging one self but not for imaging others, although this only approached significance, F(1,6) = 3.70, p = .107, ?2 = .38. No significant results, however, were found for imagery ability. These findings suggest that there is potential for a self-modeling video to positively influence an athletes' imagery vividness.

Self-modeling involves the observation of oneself on an edited videotape to show a desired performance (Dowrick & Dove, 1980). While research has investigated the effects of self-modeling on physical performance and psychological mechanisms in relation to skill acquisition (e.g., Clark & Ste-Marie, 2007), no research to date has used a qualitative approach to examine the thought processes athletes engage in during the viewing of a self-modeling video in a competitive sport environment. The purpose of this study was to explore the self-regulatory processes of ten divers who viewed a self-modeling video during competitions. After competition, the divers were asked four questions relating to the self-modeling video. Zimmerman’s (2000) self-regulation framework was adopted for deductive analysis of the responses to those questions. The results indicated that a number of self-regulatory processes were employed, and they were mainly those in the forethought (75%) and self-reflection (25%) phases of Zimmerman’s model. Directions for future research in self-regulation and self-modeling are discussed.