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

Jennings, C.; Reaburn, Peter; Rynne, Steven

doi:10.1260/1747-9541.8.3.467

Cited by 19 publications

(11 citation statements)

References 24 publications

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“…Social positive reinforcement, punishment (Time out from practice) (Connelly, 1988) Increase correct execution of defensive performance Imagery rehearsal, self-talk, relaxation techniques (Kendall, Hrycaiko, Martin, & Kendall, 1990) Improve foul shooting accuracy Verbal feedback, instruction, social positive reinforcement (Kladopoulos & McComas, 2001) Teach individuals to be proficient in 9 essential basketball skills Instruction, expert modeling, forward chaining, Sr+, physical prompting (Lambert et al, 2016) Improve shot accuracy Self-imagery (Shapiro & Shapiro, 1985) Cycling Improve standing start Verbal feedback, video modeling (Jennings, Reaburn, & Rynne, 2013) Improve pressure distribution when pedaling Auditory feedback, graphical feedback (Broker, Gregor, & Schmidt, 1993) Improve pressure distribution when pedaling Auditory feedback, video feedback (Sanderson & Cavanagh, 1990) Dancing Improve ability to engage in specific competition related movements Auditory feedback (Quinn et al, 2016) Improve efficiency of three specific dance steps Instruction, self-talk (Ming & Martin, 1996) Improve execution of all "figures" Self-talk (Palmer, 1992 Self-monitoring, instruction (Rushall & Smith, 1979) Increase number of laps swam Attention, candy, and money as Sr+ (reinforcer preference assessment) (Rushall & Pettinger, 1969) Tennis and Table Tennis Improve overall serve Instruction, video modeling (Bouchard & Singer, 1998…”

Section: Discrimination Trainingmentioning

confidence: 99%

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A review of behavioral interventions to enhance sports performance

Schenk

Miltenberger

2019

Behavioral Interventions

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these studies use a multicomponent intervention, they often assess novel component combinations or apply an intervention to a scarcely studied or unstudied sport or target behavior.A recent poll found that three quarters of adults in the United States played sports when they were younger, and one quarter of adults continue to play sports throughout their lives, with more than 50 different sports included (Sports and Health in America, 2015). Additionally, participating in sports has numerous physical and social benefits to the athlete. Furthermore, it is reported that 63% of people in the United States describe themselves as sports fans (Carroll, 2005). This demonstrates the significance of sports within society and indicates the importance of a continued focus on the research of sports-related behavior.Perhaps as a result of the prevalence of professional sports and the widespread participation in sports across countries, there has been a proliferation of sports research in the field of applied behavior analysis (ABA) over the past several decades. Recent publications (e.g., Luiselli & Reed, 2015;Martin, 2015) describe how behavior analytic techniques have been utilized to address a wide range of behaviors across multiple sports and populations.This research is based on principles and procedures of behavioral science established over the past 80 or more years with single-subject designs. Thus, there is not a current review comparing and contrasting the various behavioral procedures that have been used to enhance sports performance and the different sports targeted with a behavioral intervention. The purpose of this paper is to review the research applying behavior analytic procedures to performance enhancement across sports. | METHOD | Inclusion and exclusion criteriaTwo inclusion criteria were used to identify studies for review. First, a behavioral intervention had to be implemented in each study. A behavior intervention includes using any form of an intervention that might alter an observable behavior. Second, the target behavior was sport performance consisting of the measurement of an athlete's observable behavior. Regarding performance enhancement, a sports intervention can target the behavior of the individual playing the sport, or it can target the behavior of the individual coaching the players. Studies were excluded if the focus was solely on physical activity (i.e., exercise promotion) rather than sports performance. Although increasing physical activity can be part of sport performance enhancement, the purpose of such research is generally on health outcomes as opposed to performance enhancement. Additional sports-related studies were excluded if the focus was therapeutic instead of performance based (e.g., using a sports activity to decrease anxiety), the focus was not on performance of a skill related to an organized sport (e.g., throwing a ball), and if the study was not written in English. SCHENK AND MILTENBERGER 249

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Section: Discrimination Trainingmentioning

confidence: 99%

“…x (Hazen et al, 1990) x x x x x (Hebert & Landin, 1994) x x x x x (Hume et al, 1985) x x x (Jennings et al, 2013) x x (Kladopoulos & McComas, 2001) x x x (Continues)…”

Section: Procedural Characteristicsmentioning

confidence: 99%

A review of behavioral interventions to enhance sports performance

Schenk

Miltenberger

2019

Behavioral Interventions

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“…In the studies of Whiting (1989) and Rusell (1993), VTFB was not as useful as the studies mentioned above. Jennings et al (2013) examined the effectiveness of videotape feedback on the cycling standing start performance of novice track cyclists. Nineteen subjects at the average age of 13.6 were assigned to traditional verbal feedback intervention group and video self-modelling feedback intervention group.…”

Section: Discussionmentioning

confidence: 99%

“…In the cognitive perspective, a person crosschecks on the video display to a criterion, detect errors and build corrections on the following performances. In general, researchers (Miller, & Gabbard, 1988;Haguenauer et al, 2005;Jennings, Reaburn, & Rynne, 2013) suggest that using video as a form of performance feedback can be a beneficial tool to improve motor skill learning and performance (Razali, Suwarganda, & Zawaki 2012;Barzouka, Sotiropoulos, & Kioumourtzoglou, 2015;Giannousi, Mountaki, & Kioumourtzoglou, 2017). However, research regarding VTFB is inconsistent (Tzetzis et al, 1999;Ram & McCullagh, 2003;Clark & Ste-Marie, 2007), and the impact of this seems to be related to the characteristics of the learners, with increased benefits from those more skilled in the task, or more practice with VTFB.…”

Section: Introductionmentioning

confidence: 99%

Effects of Visual, Verbal, Visual + Verbal Feedback on Learning of Dribbling and Lay-up Skill

2020

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The purpose of this study is to examine how different feedback conditions affect learning skills. Two-task dribbling, continuous skill, and lay-up discrete skill of basketball were selected, and participants were randomly grouped and assigned to verbal, visual + verbal, and visual feedback groups. Two experts evaluated the performances of the participants. First, a pre-test was applied to form the groups, then a day later subjects performed both task 15 times (5 trials, 3 sets) and received feedback after every 5 trials for three consecutive days; 72 hours later, a retention test was applied to test learning. A 3 × 2 (Group × Condition) ANOVA was used to calculate the differences between the groups in the pre-test and post-test conditions. The results indicated no significant difference between the groups for the two skills in the pre-test, but the post-test results indicated significant difference among the verbal to visual + verbal group, visual to visual + verbal group and verbal and visual group. The total difference scores of the groups were also significant; the visual + verbal condition indicated the greatest improvement, whereas the visual condition indicated the least improvement in skills. The study indicated that the verbal feedback for novice group caused better improvement and retention of the dribbling and lay-up basketball skills compared to the visual feedback group.

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“…More recently, researchers have investigated video-self modeling (VSM) or observation of oneself performing various sports related movements, e.g., gymnastics (Winfrey and Weeks, 1993), running (Gonzales et al, 2015), weightlifting (Franks and Maile, 1991), swimming (Dowrick and Dove, 1980), Australian Rules Football (Steel et al, 2013a,b), and cycling (Jennings et al, 2013). Unlike findings in literacy (Rao et al, 2012; Gillies, 2013), autism (Bellini et al, 2007), cerebral palsy (Dowrick, 1976) and other behavioral sciences (Dowrick, 2012), sport movement studies have indicated mixed results in support of the learning efficacy of this method (e.g., Starek and McCullagh, 1999; Law and Ste-Marie, 2005; Feltz et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

Is Mixed Practice More Effective than Physical Practice Alone for the Acquisition of Non-dominant Side Kicking Performance?

Steel

Ellem

2016

Front. Psychol.

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Perceiving and executing unfamiliar movements, such as left handed/footed movement skills in sports, places additional demands on the perceptual-cognitive system of players that may increase errors. The video self-modeling (VSM) method may provide an accessible solution to this issue, therefore the purpose of this study was to investigate the effect of the VSM method on the improvement of a non-preferred side kicking task. N = 28 participants engaged in one of three conditions; Mirror reversed/ physical practice (PP), best-of/ PP, or physical practice only. Though not significant, data analysis indicated improved kicking accuracy for all groups, with VSM groups showing the most improvement. However, qualitative data revealed the “best-of” group demonstrated more positive views toward their progress compared to other groups, and both VSM groups were more likely to attend to movement cues than target based cues. These trends may suggest merit for the use of VSM techniques, though its application and the source of mechanistic factors warrant further investigation.

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

Cited by 19 publications

References 24 publications

A review of behavioral interventions to enhance sports performance

A review of behavioral interventions to enhance sports performance

Effects of Visual, Verbal, Visual + Verbal Feedback on Learning of Dribbling and Lay-up Skill

Is Mixed Practice More Effective than Physical Practice Alone for the Acquisition of Non-dominant Side Kicking Performance?

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