The efficacy of demonstrations in teaching children an unfamiliar movement skill : the effects of object-orientated actions and point-light demonstrations
Deutscher übersetzter Titel: | Die Wirksamkeit von Demonstrationen beim der Vermittlung einer unbekannten Bewegungsfertigkeit bei Kindern : die Auswirkungen objektorientierter Handlungen und Lichtpunkt-Demonstrationen |
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Autor: | Hayes, Spencer J.; Hodges, Nicola J.; Scott, Mark A.; Horn, Robert R.; Williams, A. Mark |
Erschienen in: | Journal of sports sciences |
Veröffentlicht: | 25 (2007), 5 (Special Issue: Observational Learning), S. 559-575, Lit. |
Format: | Literatur (SPOLIT) |
Publikationstyp: | Zeitschriftenartikel |
Medienart: | Gedruckte Ressource |
Sprache: | Englisch |
ISSN: | 0264-0414, 1466-447X |
DOI: | 10.1080/02640410600947074 |
Schlagworte: | |
Online Zugang: | |
Erfassungsnummer: | PU201312008694 |
Quelle: | BISp |
Abstract des Autors
In Experiment 1, adult and child participants were instructed to imitate a video model performing a bowling action with or without a ball. Participants imitated the action with greater accuracy without a ball and in general adults were more accurate than children. In Experiment 2, adults and children were shown a video or point-light display of the bowling action. There was no difference in movement form between the adult point-light and video groups. In contrast, children were poorer at reproducing the action when viewing point-light compared with video sequences
(P < 0.05). The novel point-light display hindered the children's ability to provide conceptual mediation between the presented information and action requirements. In Experiment 3, a child point-light group was provided with perceptual-cognitive training. The perceptual-cognitive training group demonstrated better movement reproduction than a group who viewed the point-light displays with no training
(P < 0.05), although there were no differences between participants who received training and those who viewed a video. Children are able to perceive and use relative motion information from a display after some general training, and the effectiveness of demonstrations needs to be judged relative to the task context. Verf.-Referat