Observation interventions for motor skill learning and performance: an applied model for the use of observation

Ste-Marie, Diane M.; Law, Barbi; Rymal, Amanda M.; Jenny, O; Hall, Craig; McCullagh, Penny

doi:10.1080/1750984x.2012.665076

Cited by 157 publications

(142 citation statements)

References 115 publications

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“…Observing their colleagues practicing the PE may have provided the students in the multiple-students condition with opportunities to refine their perception about the to-be-learned skills, and to discern different aspects of the to-be-executed actions [6]. A similar benefit of observation was found in studies on acquisition of surgical skills [10] and other motor skills [5]. The similarity of scores obtained by the 2 nd and the 3 rd students within the multiple-students condition indicates that there is at best a limited advantage conferred by observing peers during PE training more than once.…”

Section: Discussionmentioning

confidence: 99%

“…Students often have the chance to practice alone or together with their peers, but it is not known whether students benefit more from individual or group practice. Observation has been recognized as a key strategy to foster motor skills acquisition [5]; however, it is not clear if observation may also play a role in teaching PE skills. If it does, students might benefit from practicing in groups, with an opportunity to observe their peers.…”

Section: Introductionmentioning

confidence: 99%

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To observe or not to observe peers when learning physical examination skills; that is the question

et al. 2013

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BackgroundLearning physical examination skills is an essential element of medical education. Teaching strategies include practicing the skills either alone or in-group. It is unclear whether students benefit more from training these skills individually or in a group, as the latter allows them to observing their peers. The present study, conducted in a naturalistic setting, investigated the effects of peer observation on mastering psychomotor skills necessary for physical examination.MethodsThe study included 185 2nd-year medical students, participating in a regular head-to-toe physical examination learning activity. Students were assigned either to a single-student condition (n = 65), in which participants practiced alone with a patient instructor, or to a multiple-student condition (n = 120), in which participants practiced in triads under patient instructor supervision. The students subsequently carried out a complete examination that was videotaped and subsequently evaluated. Student’s performance was used as a measure of learning.ResultsStudents in the multiple-student condition learned more than those who practiced alone (81% vs 76%, p < 0.004). This result possibly derived from a positive effect of observing peers; students who had the possibility to observe a peer (the second and third students in the groups) performed better than students who did not have this possibility (84% vs 76%, p <. 001). There was no advantage of observing more than one peer (83.7% vs 84.1%, p > .05).ConclusionsThe opportunity to observe a peer during practice seemed to improve the acquisition of physical examination skills. By using small groups instead of individual training to teach physical examination skills, health sciences educational programs may provide students with opportunities to improve their performance by learning from their peers through modelling.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

To observe or not to observe peers when learning physical examination skills; that is the question

et al. 2013

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“…The influence that watching oneself or others can have on one's own performance, as well as on psychological variables such as self-efficacy, and self-regulation has been well recognized (Mc Cullagh, Law, & Ste-Marie, 2012). Various terms have been used to describe this phenomenon, including observational learning or modeling, and recent researches showed how athletes use observation in realistic sport settings to enhance sport performance (Munzert et al, 2008;Ste-Marie, Law, Rymala, Craig Halld, & McCullagh, 2012). The neural isomorphism with overt behaviors offers a tempting mechanism to explain the beneficial outcomes of the two processes.…”

Section: Introductionmentioning

confidence: 98%

Use of video observation and motor imagery on jumping performance in national rhythmic gymnastics athletes

Battaglia

D’Artibale

Fiorilli

et al. 2014

Human Movement Science

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“…Consequently, AO has been recommended as a treatment in neurorehabilitation (Buccino, 2014). It also remains a popular and effective tool for enhancing motor learning (see Ste-Marie et al, 2012). …”

Section: Introductionmentioning

confidence: 99%

Motor Imagery during Action Observation: A Brief Review of Evidence, Theory and Future Research Opportunities

et al. 2016

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Motor imagery (MI) and action observation (AO) have traditionally been viewed as two separate techniques, which can both be used alongside physical practice to enhance motor learning and rehabilitation. Their independent use has largely been shown to be effective, and there is clear evidence that the two processes can elicit similar activity in the motor system. Building on these well-established findings, research has now turned to investigate the effects of their combined use. In this article, we first review the available neurophysiological and behavioral evidence for the effects of combined action observation and motor imagery (AO+MI) on motor processes. We next describe a conceptual framework for their combined use, and then discuss several areas for future research into AO+MI processes. In this review, we advocate a more integrated approach to AO+MI techniques than has previously been adopted by movement scientists and practitioners alike. We hope that this early review of an emergent body of research, along with a related set of research questions, can inspire new work in this area. We are optimistic that future research will further confirm if, how, and when this combined approach to AO+MI can be more effective in motor learning and rehabilitation settings, relative to the more traditional application of MI or AO independently.

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Observation interventions for motor skill learning and performance: an applied model for the use of observation

Cited by 157 publications

References 115 publications

To observe or not to observe peers when learning physical examination skills; that is the question

To observe or not to observe peers when learning physical examination skills; that is the question

Use of video observation and motor imagery on jumping performance in national rhythmic gymnastics athletes

Motor Imagery during Action Observation: A Brief Review of Evidence, Theory and Future Research Opportunities

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