Task complexity and sources of task-related information during the observational learning process

Abstract

Although research has examined the influence of various sources of task information for skill acquisition during observational learning, the results have been ambiguous. The purpose of this study was to examine sources of information in relation to the type of task. One hundred and twenty participants were randomly assigned to one of two sets of six treatment strategies: (1) all model demonstrations; (2) model demonstrations with physical practice with knowledge of performance; (3) model demonstrations with physical practice without knowledge of performance; (4) physical practice without knowledge of performance; (5) physical practice with knowledge of performance; or (6) verbal instructions only. One set learned a simple version of the task while the other set learned a more complex version. Cognitive representation and performance accuracy (spatial and temporal) were assessed. Results indicate that task type does influence the source of information to facilitate skill acquisition. The simple task benefited from model demonstrations, physical practice with knowledge of performance, or a combination of model demonstrations and practice both with and without knowledge of performance, while the complex version benefited more from a combination of model demonstrations and knowledge of performance practice. The results of this study provide an insight into the ambiguity that exists within the observational learning and motor learning literature regarding the effectiveness of information sources for motor skill acquisition.

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

“…However, Laguna [33] suggests that multiple sources of task-related information are more beneficial for the development of cognitive representations. It was also stated that the simpler the task, the quicker this representation will take place [33].…”

“…Laguna [33] found that performance increased as the number of model demonstrations increased suggesting the need for longer intervention periods or more training sessions with the self-modelling video. Furthermore, the complexity level of the skill needs to be matched to the skill and motor capability level of the performer.…”

“…However, Laguna [33] suggests that multiple sources of task-related information are more beneficial for the development of cognitive representations. It was also stated that the simpler the task, the quicker this representation will take place [33]. The results presented by Laguna [33] support the findings of Zetou et al [31] and shed light on the results from the current study that found no significant difference between the cyclist's performance measures and self-efficacy beliefs of the traditional and intervention group.…”

“…Conversely, the volleyball skills examined in previous research are skills performed based on developed cognitive representations of a number of different ball catching, throwing and hitting skills; potentially more suited to novice performers [33].…”

“…Classified on the continuum between discrete and continuous skills, they can be considered higher in complexity when compared to discrete skills such as the volleyball pass and the volleyball set examined by Zetou et al [31]. The standing start has a high number of temporal and spatial components that requires a considerable length of time to develop the limb co-ordination and cognitive representation necessary to execute the skill [33].…”