Observational Learning with Externally Imposed and Self-Controlled Frequency of Model Demonstration

Abstract

Abstract Introduction. The aim of this study was to investigate the effect of learning a complex gymnastic routine with different frequencies of externally imposed and self-controlled model demonstration. Material and Methods. Thirty undergraduate physical education (PE) students were randomly assigned to 3 groups: G100 (100% frequency), GS (self-controlled frequency) and GC (control group). Each participant from groups G100 and GS performed 150 trials of a complex gymnastic routine during 10 practice sessions. The learning effect was evaluated on the basis of the mean absolute error value and measured during pre-acquisition (baseline), acquisition (practice sessions) and post-acquisition (retention and transfer tests) phases. Results. It was revealed that observational learning with self-controlled and high externally imposed frequency of model demonstration proved to be equally effective. The differences were found during the acquisition phase only. The self-controlled group achieved higher outcomes than the externally imposed group. Conclusions. This study indicates that performance during practice sessions does not always reflect the permanency and adaptability of the motor skill learning process.