Specificity of task constraints and effects of visual demonstrations and verbal instructions in directing learners' search during skill acquistion

AL-ABOOD, S A, DAVIDS, K and BENNETT, S J (2001). Specificity of task constraints and effects of visual demonstrations and verbal instructions in directing learners' search during skill acquistion. Journal of Motor Behavior, 33 (3), 295-305.

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Official URL: http://www.tandf.co.uk/journals/titles/00222895.as...
Link to published version:: 10.1080/00222890109601915

Abstract

In the present study, the efficacy of visual demonstrations and verbal instructions as instructional constraints on the acquisition of movement coordination was investigated. Fifteen participants performed an aiming task on 100 acquisition and 20 retention trials, under 1 of 3 conditions: a modeling group (MG), a verbally directed group (VDG), and a control group (CG). The MG observed a model intermittently throughout acquisition, whereas the VDG was verbally instructed to use the model's movement pattern. Participants in the CG received neither form of instruction. Kinematic analysis revealed that compared with verbal instructions or no instructions, visual demonstrations significantly improved participants' approximation of the model's coordination pattern. No differences were found in movement outcomes. Coordination data supported the visual perception perspective on observational learning, whereas outcome data suggested that the modeling effect is mainly a function of task constraints, that is, the novelty of a movement pattern.

Item Type: Article
Research Institute, Centre or Group: Centre for Sports Engineering Research
Identification Number: 10.1080/00222890109601915
Depositing User: Carole Harris
Date Deposited: 07 Apr 2011 09:48
Last Modified: 07 Apr 2011 09:48
URI: http://shura.shu.ac.uk/id/eprint/3309

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