Discovery learning and the use of modeling in learning tennis skills.

Kalapoda, F; Michalopoulos, Maria; Taxildaris, Kyriakos; Angelousis, N.

doi:10.1097/00005768-200205001-01734

Cited by 4 publications

(7 citation statements)

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“…The repeated observation of a reference model would facilitate the development of internal reference (Magill & Schoenfelder-Zohdi, 1996) or cognitive representation (Carroll & Bandura, 1985, 1990, necessary for appropriation of essential coordination to perform a complex motor skill. In addition, the information obtained by self-modeling, can influence the development of a memory representation of the skill and facilitate technical faults correction and subsequent learning (Giroud & Debû, 2004;Kalapoda et al 2003;Palao et al 2013).…”

Section: Discussionmentioning

confidence: 99%

“…So, the technical score of modeling group is significantly higher than the traditional one (14.27 ± 2.05 pts and 11.67 ± 1.72 pts, respectively with p < 0.01). Learners observe the expert-model, the self-model and model's superposition then rehearse and retain the skill information, which is used to reproduce or correct the movement, have improved their technical abilities compared to learners with verbal feedback (Clark & Ste-Marie, 2007;Giroud & Debû, 2004;Kalapoda et al 2003;Palao et al 2013). These results add another extent for the studies of Giroud & Debû (2004) and Palao et al (2013), the deep learning with a video feedback using model's superposition is better than verbal feedback in teaching/learning hurdle clearance.…”

Section: Discussionmentioning

confidence: 99%

“…Thus, modeling the athletic movement is a functional representation of the body in motion to create artificially one or more variables (technical), derived from a theoretical approach (strength, speed, momentum...) to replace complex patterns by simplified ones (Laffay & Orsay, 2008). However, the model presents a powerful catalyst in motor skill learning that helps so much with the process of teaching or training (Kalapoda, Michalopoulou, Aggelousis, & Taxildaris, 2003).…”

Section: Introductionmentioning

confidence: 99%

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Effect of Video Modeling Process on Teaching/Learning Hurdle Clearance Situations on Physical Education Students

Amara¹,

Mkaouer²,

Nassib³

et al. 2015

APE

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The purpose of this study was to investigate the difference between two pedagogical methods in teaching/learning hurdle clearance such as the traditional learning method which was based on verbal feedback and the new technology through motion analysis and video modeling which was based on self-modeling, expert modeling and model's superposition. Twenty-seven sports science students took part in this study. Modeling group composed of 15 students and traditional group of 12 students. Both groups participated in a 10-week hurdle clearance learning (two sessions per week) which was composed of 10 sets (5 hurdles clearance per set) in total 1000 repetitions. The findings indicated a better enhancement of the learning score in the modeling group compared to the traditional one (14.26 ± 2.05 pts vs. 11.66 ± 1.72 pts, respectively with p < 0.01). In addition, the analysis of delta-percentage revealed a high increase of technical performance in the modeling group. In conclusion, video feedback with model's superposition led to a better improvement of learning in hurdle clearance more than verbal feedback.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Effect of Video Modeling Process on Teaching/Learning Hurdle Clearance Situations on Physical Education Students

Amara¹,

Mkaouer²,

Nassib³

et al. 2015

APE

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“…The inclusion criteria for participants included more than 1 year of detention and the age ≥50 years to allow the random assignment to the high intensity protocol. Subjects with severe orthopedic, cardiovascular or respiratory conditions that would preclude participation in an exercise program, or those with a medical condition listed in the American College of Sports Medicine [16] absolute exercise contraindications were also excluded. Subjects’ characteristics are shown in Table 1.…”

Section: Methodsmentioning

confidence: 99%

“…All exercises were performed through the full range of motion normally associated with correct technique for each exercise. In the initial protocol subjects performed three sets with a resistance that allowed 12–15 repetitions (12–15 repetition maximum-RM) with 90 s rest [16]. Successively, the resistance used has been individually adjusted to allow the completion of 10–12 repetitions for three sets for the large muscle group exercises and two sets of the small muscle group exercises.…”

Section: Methodsmentioning

confidence: 99%

Benefits of Selected Physical Exercise Programs in Detention: A Randomized Controlled Study

Battaglia

Cagno

Fiorilli

et al. 2013

IJERPH

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The aim of the study was to determine which kind of physical activity could be useful to inmate populations to improve their health status and fitness levels. A repeated measure design was used to evaluate the effects of two different training protocols on subjects in a state of detention, tested pre- and post-experimental protocol.Seventy-five male subjects were enrolled in the studyand randomly allocated to three groups: the cardiovascular plus resistance training protocol group (CRT) (n = 25; mean age 30.9 ± 8.9 years),the high-intensity strength training protocol group (HIST) (n = 25; mean age 33.9 ± 6.8 years), and a control group (C) (n = 25; mean age 32.9 ± 8.9 years) receiving no treatment. All subjects underwent a clinical assessmentandfitness tests. MANOVA revealed significant multivariate effects on group (p < 0.01) and group-training interaction (p < 0.05). CRT protocol resulted the most effective protocol to reach the best outcome in fitness tests. Both CRT and HIST protocols produced significant gains in the functional capacity (cardio-respiratory capacity and cardiovascular disease risk decrease) of incarcerated males. The significant gains obtained in functional capacity reflect the great potential of supervised exercise interventions for improving the health status of incarcerated people.

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3D feedback and observation for motor learning: Application to the roundoff movement in gymnastics

Naour

Ré

Bresciani

2019

Human Movement Science

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In this paper, we assessed the efficacy of different types of visual information for improving the execution of the roundoff movement in gymnastics. Specifically, two types of 3D feedback were compared to a 3D visualization only displaying the movement of the expert (observation) as well as to a more 'traditional' video observation. The improvement in movement execution was measured using different methods, namely subjective evaluations performed by official judges, and more 'quantitative appraisals based on time series analyses. Video demonstration providing information about the expert and 3D feedback (i.e., using 3D representation of the movement in monoscopic vision) combining information about the movement of the expert and the movement of the learner were the two types of feedback giving rise to the best improvement of movement execution, as subjectively evaluated by judges. Much less conclusive results were obtained when assessing movement execution using quantification methods based on time series analysis. Correlation analyses showed that the subjective evaluation performed by the judges can hardly be predicted/ explained by the 'more objective' results of time series analyses. ☆ Fully documented templates are available in the elsarticle package on CTAN ⁎ Corresponding author.

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Discovery learning and the use of modeling in learning tennis skills.

Cited by 4 publications

References 0 publications

Effect of Video Modeling Process on Teaching/Learning Hurdle Clearance Situations on Physical Education Students

Effect of Video Modeling Process on Teaching/Learning Hurdle Clearance Situations on Physical Education Students

Benefits of Selected Physical Exercise Programs in Detention: A Randomized Controlled Study

3D feedback and observation for motor learning: Application to the roundoff movement in gymnastics

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