چکیده:
Previous studies have shown that autonomy support (AS) can foster a person’s motivation and facilitate motor learning. However, the effects of AS on observational motor learning are not well understood. The present study investigated this issue by manipulating to-be-observed-model. Forty-eight male students were assigned into autonomy, yoked, and no-demonstration control groups. Three male Baseball coaches acted as models A, B, and C. Model A was instructor of students of AU group and acted as a model with high social status for AU group. Models B and C were not familiar for all participants and acted as low social status models. Participants were asked to perform a Baseball-pitch into a target during pretest (10 trials), acquisition phase (5 blocks of 10 trials), and retention test (10 trials). Prior to each acquisition block, the participants of AU and YO groups observed a model three times. Participants of AU group were free to choose model A, B, or C for any single observation. Participants in YO group were matched with those in AU group. Movement outcome, movement form, self-efficacy (SE), perceived learning effect (PLE), and perceived model attractiveness (PMA) were measured as dependent variables. Results showed that AS, relative to yoked and control conditions, led to better movement outcome during acquisition and retention. Action observation enhanced movement form during acquisition and retention. AS increased SE, PLE, and PMA compared with yoked and control conditions. Results provide support for the OPTIMAL theory and indicate that AS facilitates observational motor learning.
خلاصه ماشینی:
In previous studies, AS has been studied in various ways such as self- controlled augmented feedback (Chiviacowsky, Wulf, Medeiros, Kaefer, & Tani, 2008; Chiviacowsky, 2014, Ghorbani, 2019), choosing the color (Lewthwaite, Chiviacowsky, Drews, & Wulf, 2015; McKay & Ste- Marie, 2020 a, b; Wulf, Iwatsuki, Machin, Kellogg, Copeland, & Lewthwaite, 2017) or controlling order of practice (Wulf, Freitas, & Tandy, 2014).
A general finding in these studies was that AS in comparison to a yoked condition results in superior motor performance and learning in children and adults (for a review see Wulf & Lewthwaite, 2016).
Additionally, some studies found that AS in comparison to a yoked condition increases self-efficacy (SE) and intrinsic motivation (Bund & Wiemeyer, 2004; Chiviacowsky, 2014; Ghorbani, 2019; Hooyman, Wulf, & Lewthwaite, 2014; Lemos, Wulf, Lewthwaite, Chiviacowsky, 2017; Wulf, Chiviacowsky, Drews, 2015; Wulf, Chiviacowsky, & Corresponding Author Email: s.
Observational motor learning is a common way for facilitating acquisition of new motor skills in children and adults (Ashford, Bennett, & Davids, 2006, 2007; Ghorbani & Bund, 2016; Hodges, 2017; Hodges & Franks, 2002; Hodges, Williams, Hayes, & Breslin, 2007; Maslovat, Hayes, Horn, & Hodges, 2010; Wulf, Shea, & Lewthwaite, 2010).
The results showed that although there were no significant differences between groups in practice phase, self-control group outperformed the yoked group in retention test in terms of both form and accuracy scores.
Finally, Kok, Komen, van Capelleveen and van der Kamp (2020) investigated the effects of self- control video feedback on motor learning and SE in a physical education setting.