A Cognitive Behavioral Intervention for Improving Basketball Performance

Abstract

The purpose of the present experiment was to replicate and extend previous developmental modeling research by examining the qualitative as well as quantitative aspects of motor performance. Eighty females of two age groups (5–0 to 6–6 and 7–6 to 9–0 years) were randomly assigned to conditions within a 2 × 2 × 2 (Age x Model Type x Rehearsal) factorial design. Children received either verbal instructions only (no model) or a visual demonstration with experimenter-given verbal cues (verbal model) of a five-part dance skill sequence. Children were either prompted to verbally rehearse before skill execution or merely asked to reproduce the sequence without prompting. Both quantitative (order) and qualitative (form) performances were assessed. Results revealed a significant age main effect for both order and form performance, with older children performing better than younger children. A model type main effect was also found for both order and form performance. The verbal model condition produced better qualitative performance, whereas the no model condition resulted in better quantitative scores. These results are discussed in terms of differential coding strategies that may influence task components in modeling.     

"Show and tell" in the gymnasium revisited: developmental differences in modeling and verbal rehearsal effects on motor skill learning and performance.

Little research has investigated the observational learning process from a developmental perspective. The purpose of this study was to extend previous research by considering two factors: performance versus learning and sequencing versus form scores. Children (N = 60) comprising two age groups (5-0 to 6-11 and 8-0 to 9-11 years) were randomly assigned to verbal rehearsal only, model only, or model plus verbal rehearsal conditions. The task was a 6-part motor skill sequence in which proper sequencing and quality of form were assessed. A 2 x 3 x 4 (age group by model type by trial blocks) repeated measures MANOVA revealed a significant three-way interaction. Older children performed equally well under any of the model type conditions during both performance and learning. For younger children, a model plus rehearsal was superior to rehearsal only on sequence and form at performance and learning and superior to model only on sequence scores during the first two performance trial blocks. Model only and model plus rehearsal conditions were equally effective on form scores. These results suggest that age differences exist in the modeling of motor skills under conditions varying in model type, sequence and form scores, and performance and learning phases.     

New Books Briefly Noted

Abstract

Little research has investigated the observational learning process from a developmental perspective. The purpose of this study was to extend previous research by considering two factors: performance versus learning and sequencing versus form scores. Children 'N = 60) comprising two age groups (5-0 to 6-11 and 8-0 to 9-11 years) were randomly assigned to verbal rehearsal only, model only, or model plus verbal rehearsal conditions. The task was a 6 part motor skill sequence in which proper sequencing and quality of form were assessed. A 2 × 3 × 4 (age group by model type by trial blocks) repeated measures MANOVA revealed a significant three-way interaction. Older children performed equally well under any of the model type conditions during both performance and learning. For younger children, a model plus rehearsal was superior to rehearsal only on sequence and form at performance and learning and superior to model only on sequence scores during the first two performance trial blocks. Model only and model plus rehearsal conditions were equally effective on form scores. These results suggest that age differences exist in the modeling of motor skills under conditions varying in model type, sequence and form scores, and performance and learning phases.     

Ensenanzas en un Gimnasio: An Investigation of Modeling and Verbal Rehearsal on the Motor Performance of Hispanic Limited English Proficient Children

Abstract

This study investigated the effects of modeling and verbal rehearsal on the motor performance of English-speaking and limited English proficient (LEP) children. Children (N = 64) in 4th-grade classes were randomly assigned to conditions in a 2 × 2 × 2 × 2 (Gender x Primary Language x Model Type x Rehearsal) factorial design. Boys and girls whose primary language was English or Spanish were assigned to either a verbal model or no-model condition as well as to a verbal rehearsal or no-rehearsal condition of the motor skills required to be performed. Analysis of variance revealed a significant Model Type x Primary Language interaction as well as a significant Rehearsal x Primary Language interaction. Follow-Up analyses revealed that English-speaking children provided with a verbal rehearsal strategy recalled significantly more skills than English-speaking children in the no-rehearsal condition; for LEP children, there were no differences due to rehearsal. Moreover, LEP children presented with a verbal model recalled significantly more skills than LEP children in the no-model condition; for English-speaking children, there were no differences attributed to model type. These results indicate that effective modeling conditions that are provided with verbal cues in English are related to children's primary language.     

The effect of attentional focus cues on object control performance in elementary children

Background and purpose: Attentional focus cues have been shown to impact motor performance of adults and children. Specifically, an external focus of attention results in improved motor learning and performance as compared to adopting an internal focus of attention. The purpose of this study was to determine the effects of an internal and external attentional focus cue on children’s object control skill performance during a commonly used motor skill assessment.

Methods: Using a within-participant design, a total of 44 children (M_age?=?7.7 years, 20 boys and 24 girls) completed all three attentional focus conditions. The object control subscale of the Test of Gross Motor Development-2nd Edition (TGMD-2; Ulrich, 2000. Test of Gross Motor Development-2. Austin: Pro-Ed.) served as the motor skill assessment in present study. The TGMD-2 is a normed and criteria-referenced assessment frequently used to assess fundamental motor skill competence in children. The object control subtest of the TGMD-2 assesses a child’s ability to complete six fundamental motor skills – striking a stationary ball, stationary dribble, catch, kick, overhand throw, and underhand roll. All participants completed the object control subtest of the TGMD-2 under three different attentional focus conditions: baseline (i.e. neutral focus), internal, and external. The internal cue focused on movement performance and the external cue focused on movement outcome. In all three conditions, a video demonstration of proper skill performance was used to ensure no difference in visual demonstration, but the overlaying audio was changed to encompass each attentional focus condition. Children’s motor performance was recorded and later coded by a single researcher blinded to the study. A repeated-measures analysis of variance was used to determine if children’s motor scores changed among the three conditions.

Results: Findings demonstrated that children’s performance differed among the three conditions (F_(2,43)?=?3.5, p?Post hoc analysis revealed that children scored significantly better in the external cue condition compared to the baseline (difference?=?1.98, p?Conclusion: Children performed better when given a verbal instruction to focus their attention externally rather than a verbal instruction with no attentional focus cue. No significant differences exist between the internal and external focus condition or between the neutral and internal condition. Our findings align with the literature and support that external attentional focus cues have a positive effect on motor performance. From a teaching and learning standpoint, using consistent instructions appears to be essential for young learners. Slight changes in verbal cues can have a significant effect on how well children execute fundamental motor skills.     

Modeling and Motor Performance: A Developmental Perspective

Abstract

The present study was designed to examine the effects of age, modeling and verbal self-instruction on children's performance of a sequential motor task. Eighty-four children between the ages of 4–0 and 5–11 years and 84 children between the ages of 7–0 and 8–11 years were randomly assigned to one of six instructional conditions in a 2 × 3 × 2 (age × model type × verbal self-instruction) factorial design. Results revealed that older children performed better than younger children on motor, verbal-cognitive, and attentional measures. More importantly, an age by model type interaction revealed that model effectiveness depended on the age of the observer as well as the type of model observed. Specifically, 7- and 8-year-old children performed equally well after observing either a silent or verbal model, while the 4- and 5-year-olds performed best under a verbal model only. The absence of verbal self-instructional effects was attributed to task difficulty, information processing capabilities and methodological procedures. In general, the results supported the notion that developmental factors play a critical role in the modeling process, and both theoretical and practical implications are outlined.     

Mastery and exercise play interventions: motor skill development and verbal recall of children with and without disabilities

Background: Fundamental motor skill proficiency is essential for engagement in sports and physical play and in the development of a healthy lifestyle. Children with motor delays (with and without disabilities) lack the motor skills necessary to participate in games and physical activity, and tend to spend more time as onlookers than do their peers. As such, intervention programs are crucial in promoting motor skill development of children with motor delays. While mastery climate (MC) interventions have shown to positively impact children’s motor performance, what is unknown is the impact of cognitive strategies used by children within these climates. Furthermore, although vigorous play seems to be related to the development of gross motor skills, it is still unknown if children with and without disabilities would benefit from exercise play (EP) interventions.

Purpose: This study examined the effects of MC and EP interventions on the motor skill development and verbal recall (VR) of children with motor delays. The sample included children with and without disabilities.

Research designs: One hundred and thirty-eight children from 27 urban public schools were referred to the present study. Children were assessed using the Test of Gross Motor Development second edition (TGMD-2) and a VR checklist. Sixty-four children (18 with disabilities and 46 without) met the inclusion criteria, which was a score less than the fifth percentile on the TGMD-2. Participants were randomly assigned to the MC or EP 14-week interventions emphasizing gross motor skill practice.

Data collection and analysis: Children were assessed at pre- and post-intervention. A 2 (groups)?×?2 (disability) × 2 (time) analyses of variance with repeated measures on the last factor was conducted. Change scores, t-test comparisons on the delta scores and Cohen’s D were also calculated.

Results: The MC group demonstrated significant and positive changes over the intervention period. Further, the MC group showed superior locomotor and object control performance and higher recall of verbal cues (p?≤?.05) at post-intervention compared to the EP group. Children with and without disabilities within the MC showed similar patterns of improvement. The EP intervention did not demonstrate significant improvements.

Conclusion: Children with and without disabilities showed improvements in motor skills and VR when exposed to an MC, incorporating the six TARGET structures. These structures included (a) providing feedback and encouragement, providing opportunities for decision-making and establishing personal goals, (b) including parents in the recognition of children’s achievements, (c) creating opportunities to experience leadership and self-pacing, (d) guiding children to use verbal cues and modeling when practicing gross motor skills, and (e) providing demonstrations and teaching children to self-monitor their performance. Instruction is therefore seen as critical to learning gross motor skills, as demonstrated from the findings. Although there were opportunities for vigorous play within the EP intervention, the children did not show improvements in motor performance or VR. These findings suggest that new trends in teacher education physical education to prioritize physical activity over good motor skill instruction may not be advantageous for children in the early years, and should be reconsidered.     

Conceptualising and testing the relationship between actual and perceived motor performance: A cross-cultural comparison in children from Australia and Germany

ABSTRACT

Previous studies investigating the relationship between motor skill, physical activity and fitness in children have not thoroughly considered the role of self-perception. Therefore, the study aim was to test a theoretical framework, which considered both actual and perceived motor skill as well as actual and perceived fitness. Potential moderating effects of sex and country were considered. Data on motor skill, fitness, as well as self-perception of motor skill and fitness were collected from 145 Australian children and 214 German children (age range 7 to 10 years). For actual motor skill and fitness, mean differences for sex, age and country were found. For perceived motor performance (perceived motor skill and perceived fitness) no mean differences were found for age. Path analyses were performed. The final model showed significant relations between actual performance (object control skill, fitness) and perceived performance (object control skill, fitness). All model paths had low to moderate regression weights with the lowest relationship reported between actual and perceived fitness. Sex and country showed no effects. This integrated approach has led to a better understanding of the relationship between children’s perceived and objective performance, and cultural differences within them.     

Gross motor skills and sports participation of children with visual impairments

Gross motor skill performance of children with visual impairments and its association with the degree of visual impairment and sports participation was examined. Twenty children with visual impairments (M age = 9.2 years, SD = 1.5) and 100 sighted children (M age = 9.1 years, SD = 1.5) from mainstream schools participated. The results showed that children with visual impairments had significantly lower object control but not locomotor skill scores than the sighted children. No significant differences were found between children with a moderate and severe visual impairment. Children with visual impairments who participated in sports had significantly higher object control skill scores than those who did not. No significant associations between motor skills and sports participation were found in the sighted children.     

Individual Differences Influencing Immediate Effects of Internal and External Focus Instructions on Children’s Motor Performance

Purpose: A large pool of evidence supports the beneficial effect of an external focus of attention on motor skill performance in adults. In children, this effect has been studied less and results are inconclusive. Importantly, individual differences are often not taken into account. We investigated the role of working memory, conscious motor control, and task-specific focus preferences on performance with an internal and external focus of attention in children. Methods: Twenty-five children practiced a golf putting task in both an internal focus condition and external focus condition. Performance was defined as the average distance toward the hole in 3 blocks of 10 trials. Task-specific focus preference was determined by asking how much effort it took to apply the instruction in each condition. In addition, working memory capacity and conscious motor control were assessed. Results: Children improved performance in both the internal focus condition and external focus condition (?_p² = .47), with no difference between conditions (?_p² = .01). Task-specific focus preference was the only factor moderately related to the difference between performance with an internal focus and performance with an external focus (r = .56), indicating better performance for the preferred instruction in Block 3. Conclusion: Children can benefit from instruction with both an internal and external focus of attention to improve short-term motor performance. Individual, task-specific focus preference influenced the effect of the instructions, with children performing better with their preferred focus. The results highlight that individual differences are a key factor in the effectiveness in children’s motor performance. The precise mechanisms underpinning this effect warrant further research.     

Hemispheric Teaching Strategies in the Acquisition and Retention of a Motor Skill

An extreme preference in processing information within either the left or right hemisphere is known as hemisphericity. A previous study investigating hemisphericity as a factor in motor skill learning (Murray, 1979) found that matching subjects' hemisphericity characteristics with hemispherical teaching strategies enhanced skill acquisition. In contrast, our study examined the effects of hemispherical teaching strategies on a group of subjects who did not present hemisphericity. Right-handed male high school students were randomly assigned to either a left hemisphere, right hemisphere, or an interhemispherical teaching condition. Subjects in the right hemisphere and interhemispherical conditions performed and learned the skill more effectively than subjects in the left hemisphere teaching condition. The right hemisphere and interhemispherical groups performed comparably in acquisition; however, the interhemispherical group showed significantly better retention of the skill. Motor skill acquisition and retention for nondominant processors appears best served by directing both verbal and nonverbal attention to the skill.     

3~6岁幼儿气质类型与粗大动作发展研究

通过对100名幼儿进行气质类型和粗大动作发展水平测试,探讨3~6岁幼儿的气质类型与粗大动作发展特征及其相互关系。结果：（1）气质偏积极型的幼儿在粗大动作发展较好水平组的分布率较高,气质偏消极型的幼儿在粗大动作发展较差水平组的发生率较高;（2）两种气质类型幼儿在操作动作得分中存在差异,气质偏积极型幼儿的操作动作得分高于气质偏消极型的幼儿;（3）幼儿气质维度得分与粗大动作得分之间存在相关性,且此相关性在男、女幼儿中有显著性差异。结论：（1）气质偏积极型幼儿的操作动作发展好于气质偏消极型的幼儿;（2）幼儿气质维度与粗大动作发展水平之间存在相关性,且此相关关系具有性别差异。     

Age Differences in Children's Ability to Model Motor Behavior

Abstract

In order to investigate the effects of modeling behavior for seven- and nine-year-old children, 30 seven-year-old and 30 nine-year-old females were randomly assigned within age level to three groups. These groups differed according to whether a model was presented at the beginning, midway, or not at all during 12 trials on the stabilometer. Both age groups were found to be similar in performance in the no model condition and, for both age groups, the beginning model condition was found to facilitate performance. However, the introduction of the model after six trials had a detrimental effect on the performance of younger children but facilitated older children's performance. These findings were interpreted in light of a likely increase in the processing capacity of nine year olds as well as an increase in the number of movement schemes that were previously stored in the older girls.     

中国乒乓球运动员智力发展水平的研究

用韦克斯勒智力量表对95名不同水平的中国乒乓球运动员进行的测试结果表明,中国乒乓球运动员的智力发展水平从总体上看属中等智力发展水平(全量表智商X=105.85,S=15.36),言语智商略高于操作智商(107.83:101.59)。不同水平乒乓球运动员智力发展的高低次序为:乒乓球专业大学生、中国国家队、中国青年队。训练年限与言语智商有可靠的低度负相关(r=-0.22,P<0.05)。这些结果与过去这类研究的结论有所不同,表明目前尚无充分证据证明智力发展水平同训练水平之间的因果联系。     

Mechanisms of attentional cueing during observational learning to facilitate motor skill acquisition

We examined the effectiveness of different cueing conditions during observational learning of a soccer accuracy pass. Sixty participants (30 males, 30 females) were randomly assigned and stratified by sex into one of six groups: discovery learning, verbal instruction, video model with visual cues, video model with verbal cues, video model with visual and verbal cues, and video model only. Each participant completed eight blocks of 10 trials each, with trial blocks 1 and 2 representing the practice phase (no manipulation), trial blocks 3, 4, 5 and 6 the acquisition phase (manipulation administered) and trial blocks 7 and 8 the retention phase (24 h after acquisition, with no manipulation). Absolute error, variable error and kicking form were recorded. The results indicated that those who used video modelling with visual and verbal cues collectively displayed less error and more appropriate form across acquisition and retention trial blocks compared with other groups. Our findings suggest that verbal information in addition to visual cues enhances perceptual representation and retention of modelled activities to improve task reproduction capabilities. Future research directions are proposed with implications for both direct and indirect perception accounts of skill acquisition through observed behaviours.     

Task complexity and sources of task-related information during the observational learning process

Although research has examined the influence of various sources of task information for skill acquisition during observational learning, the results have been ambiguous. The purpose of this study was to examine sources of information in relation to the type of task. One hundred and twenty participants were randomly assigned to one of two sets of six treatment strategies: (1) all model demonstrations; (2) model demonstrations with physical practice with knowledge of performance; (3) model demonstrations with physical practice without knowledge of performance; (4) physical practice without knowledge of performance; (5) physical practice with knowledge of performance; or (6) verbal instructions only. One set learned a simple version of the task while the other set learned a more complex version. Cognitive representation and performance accuracy (spatial and temporal) were assessed. Results indicate that task type does influence the source of information to facilitate skill acquisition. The simple task benefited from model demonstrations, physical practice with knowledge of performance, or a combination of model demonstrations and practice both with and without knowledge of performance, while the complex version benefited more from a combination of model demonstrations and knowledge of performance practice. The results of this study provide an insight into the ambiguity that exists within the observational learning and motor learning literature regarding the effectiveness of information sources for motor skill acquisition.     

Goal Orientation and the Modeling Process: An Individual's Focus on Form and Outcome

Abstract

One's achievement goal orientation (e.g., task, ego) is suggested to reflect a differential focus on skill mastery and performance outcome (Duda, 1992). Goal orientation has further been suggested to be an important observer characteristic in the observational learning of motor skills (McCullagh, Weiss, & Ross, 1989). This study assessed the relationship between goal orientation and a focus on form and outcome aspects of a motor skill demonstration with college students (N = 30) having low perceived ability, knowledge, and experience in tennis. Participants viewed several videotaped demonstrations of a correctly performed tennis forehand and then visual recognition and verbal recall accuracy of form and outcome task characteristics were assessed. A canonical correlation analysis revealed a nonsignificant relationship between goal orientation and recall and recognition of form and outcome task characteristics. These results provide preliminary evidence to suggest that goal orientation may not be an important observer characteristic in the learning phase of the modeling process. Also, achievement goal orientations may not be associated with a differential focus on skill mastery or performance outcome but instead remain a reflection of divergent processes of success evaluation.     

From novice to no know-how: A longitudinal study of implicit motor learning

The aim of this study was to ascertain whether the performances of implicit and explicit learners would converge over an extended period of learning. Participants practised a complex motor skill - golf putting - for 3000 trials, either with a concurrent secondary, tone-counting task (implicit learning) or without such a task (explicit learning). The cognitive demands of the secondary task were predicted to prevent the accumulation of verbalizable rules about the motor task. The implicit group reported significantly fewer rules than the explicit group on subsequent verbal protocols. The performance of the implicit group remained below that of the explicit group throughout the learning phase. However, no significant differences were found between groups during a delayed retention test. Additionally, for the participants in the explicit group only, a Reinvestment Scale score correlated positively with the number of rules accrued and negatively with overall putting performance during the learning phase. We use the results to argue against the excessive use of verbal instruction during skill acquisition, which might be unnecessary and ultimately might hamper performance under stressful conditions.     

High-intensity intermittent running and field hockey skill performance in the heat

Nine well-trained, unacclimatized female hockey players performed the Loughborough Intermittent Shuttle Test (LIST) interspersed with three field hockey skill tests in hot (30 degrees C, 38% relative humidity) and moderate (19 degrees C, 51% relative humidity) environmental conditions. Field hockey skill performance declined in both the hot and moderate conditions following 30 and 60 min of the LIST compared with pre-LIST values (P < 0.01). This decrement in performance was compounded in the hot environment with a 6% poorer performance in the heat recorded for the second skill test at 30?min (P < 0.05, hot 101.7 +/- 3.6 vs moderate 95.7 +/- 2.9 s; mean +/- s(x)). However, no difference was found in the decision-making element of the skill test. Fifteen-metre sprint times were slower in the hot condition (P < 0.01). In the hot environment, rectal temperature (P < 0.01), perceived exertion (P < 0.05), perceived thirst (P < 0.01), blood glucose concentration (P < 0.05) and serum aldosterone concentration (P < 0.01) were higher. Estimated mean ( +/- s(x)) sweat rate was higher in the hot trial (1.27 +/- 0.10 l.h(-1)) than in the moderate trial (1.05 +/- 0.12 l.h(-1)) (P < 0.05). Body mass was well maintained in both trials. No differences in serum cortisol, blood lactate, plasma volume or plasma ammonia concentrations were found. These results demonstrate that field hockey skill performance is decreased following intermittent high-intensity shuttle running and that this decrease is greater in hot environmental conditions. The exact mechanism for this decrement in performance remains to be elucidated, but is unlikely to be due to low glycogen concentration or dehydration.