A review of self modeling and related interventions

Dowrick, Peter W.

doi:10.1016/s0962-1849(99)80009-2

Cited by 329 publications

(335 citation statements)

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“…Previous research achieved the highest level of model similarity by videorecording the self performing a desired behavior (Dowrick, 1999). This method is limited, however, by the self-model's ability to perform that behavior at the desired level.…”

Section: Methodological Implicationsmentioning

confidence: 99%

“…Given the strength of model similarity in causing attitude and behavior change (Stotland, 1969), exceeding these categorical variables may be beneficial. With previous efforts, a mirror or a videorecording of the self could capture the model with the highest level of similarity (e.g., Dowrick, 1999). However, those technologies have severe limitations because self-models are constrained by a person's own skill in performing a given behavior.…”

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confidence: 99%

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Virtual Self-Modeling: The Effects of Vicarious Reinforcement and Identification on Exercise Behaviors

2009

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Social cognitive theory is often implemented when researchers develop treatments and campaigns for health behavior change. Immersive virtual environment technology (IVET) enables novel explorations of health behavior modeling. In Study 1, participants were randomly assigned to one of three treatments: vicarious reinforcement, in which a virtual representation of the physical self (VRS) gained or lost weight in accordance with participants' physical exercise; an unchanging VRS; or no virtual representation. The reinforcement group performed significantly more exercise in a voluntary phase than those in other conditions. Study 2 separated reward (weight loss) from punishment (weight gain) and also explored model identification by contrasting the effects of a VRS with a VRO (virtual representation of an other); participants exercised significantly more when they viewed the VRS, regardless of whether reward or punishment was shown. In Study 3, participants were exposed to either a VRS running on a treadmill, a VRO running, or a VRS loitering, and we examined effects 24 hours after the experiment. Follow-up surveys revealed that participants in the VRS-running condition demonstrated significantly higher levels of exercise than those in other conditions. We discuss implications for media use and health communication.Social cognitive theory (Bandura, 1977(Bandura, , 2001) describes the power of a model demonstrating a behavior to encourage modeling by an observer. Several factors, including the similarity of the model, the observer's perceived ability to perform the behavior, and the rewards and punishments associated with

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Section: Methodological Implicationsmentioning

confidence: 99%

mentioning

confidence: 99%

Virtual Self-Modeling: The Effects of Vicarious Reinforcement and Identification on Exercise Behaviors

2009

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“…Within self-modelling video clips, video is edited to remove all errors in the performance. The resulting self-modelling video should ideally contain the performers best performance of the skill [22]. In previous studies on the effect of video self-modelling interventions [21,31], the performers were videotaped by a single video camera with a fixed stable background.…”

Section: Editing Of Technique Errorsmentioning

confidence: 99%

“…The resulting self-modelling video contains the best performance of the skill. In contrast, self-observation videos contain errors and remain unedited [22].…”

Section: Introductionmentioning

confidence: 99%

The Effect of a Self-Modelling Video Intervention on Motor Skill Acquisition and Retention of a Novice Track Cyclist's Standing Start Performance

Jennings

Reaburn

Rynne

2013

International Journal of Sports Science & Coaching

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The purpose of this study was to examine the effectiveness of a video-self modelling intervention on the cycling standing start performance and selfefficacy beliefs of novice track cyclists. Nineteen participants from a Talent Identification Program were randomly assigned to one of two groups (Traditional and Intervention group). The traditional group received verbal augmented feedback, whereas the intervention group received a selfmodelling video intervention in addition to verbal augmented feedback.Analysis of post-test and retention test scores revealed that both groups improved their performances and self-efficacy beliefs over time, but no significant interaction or difference existed between the groups. Future research is recommended with longer interventions and an emphasis on the editing of technique errors from the self-modelling video.Key words: Augmented Feedback, Cycling, Observational Learning, Self-Efficacy, Video Technology INTRODUCTIONA powerful start from a stationary position is a critical skill in a number of track cycling events [1]. The majority of timed individual and team events on the track require the cyclist to start their race from a standing, stationary start. These timed events range in distance from 500 to 4000 m with maximum speeds of 65 km/hr and winning margins as small as 0.001 of a second (s). An efficient and powerful standing start has been shown to optimise the contribution of kinetic energy to overall race velocity and lead to an improvement in race performance [2], and is an essential skill that all track cyclists need to develop.Learning a new closed motor skill involves the development of coordination and control of both limb and body movements. The co-ordination and control needs to be developed in response to constraints of the particular task [3]. Previous research has shown that

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“…Recorded episodes of positive interactions were shown and discussed by the project coach with ECPs to reinforce desired behaviors and to extend self-awareness about the signif- icance of those behaviors. This "self-as-a-model" cognitive social-learning technique motivates self-coping skills in all practitioners, especially those who view themselves as being inadequate (Dowrick, 1994;Hosford, 1980). Use of video protocols was intended to enhance coaching by allowing participants to become more aware of their actions, analyze critical events, ascertain strengths and weaknesses, and establish personal goals.…”

Section: The Research Contextmentioning

confidence: 99%

Professional Development to Support Parent Engagement: A Case Study of Early Childhood Practitioners

Brown

Knoche

Edwards³

et al. 2009

Early Education & Development

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Research Findings: This qualitative case study describes early childhood practitioners' (ECPs) perspectives on their professional development as part of a large federally funded school readiness intervention project as they experienced the processes of professional growth and change in learning skills related to promoting parental engagement in children's learning and development. A total of 28 ECPs participated in this study over 2 assessment periods across 2 academic years; 12 ECPs were interviewed twice, for a total of 40 interviews conducted and analyzed. Practitioners worked within the context of Early Head Start, Head Start, and Student Parent Programs in local high schools, all located in a midwestern state. The study intended to (a) discover practitioners' understanding of a parent engagement intervention, including their perspectives on the professional development and supports received; (b) assess how the parent engagement intervention was experienced by ECPs; and (c) discern how self-reported attitudes and behaviors of practitioners toward work with families changed as a function of the professional supports they received. Qualitative analyses of interview transcripts revealed 3 primary themes contributing to ECPs' experience with and understanding of the professional development model to support parent engagement: Self-Perceived Changes in Confidence

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A review of self modeling and related interventions

Cited by 329 publications

References 50 publications

Virtual Self-Modeling: The Effects of Vicarious Reinforcement and Identification on Exercise Behaviors

Virtual Self-Modeling: The Effects of Vicarious Reinforcement and Identification on Exercise Behaviors

The Effect of a Self-Modelling Video Intervention on Motor Skill Acquisition and Retention of a Novice Track Cyclist's Standing Start Performance

Professional Development to Support Parent Engagement: A Case Study of Early Childhood Practitioners

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