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.     

The influence of gender-related beliefs and conceptions of ability on women learning the hockey wrist shot

The purpose of this study was to determine the influence of beliefs about gender appropriateness and conceptions of ability on perceived and actual competene and patterns of behavior during practice of the hockey wrist shot. Sixty-eight undergraduate women formed four treatment conditions based on their beliefs about gender appropriateness and conceptions of ability. Four teachers taught across the treatment conditions for a total of 16 learning groups. Data were collected through a three-part questionnaire and from audio-video taping of the entire episode to ascertain the paticipants' competency beliefs, effort, and performance. Gender appropriateness impacted the participants' perceptions of competence and actual performance in the study, while beliefs about conceptions of ability did not produce a significant difference. This study reaffirms that educators must work diligently to combat the stereotypical beliefs many hold with respect to the gender appropriateness of physical activities.     

Arousal, anxiety, and performance: a reexamination of the Inverted-U hypothesis

Until recently, the traditional Inverted-U hypothesis had been the primary model used by sport psychologists to describe the arousal-performance relationship. However, many sport psychology researchers have challenged this relationship, and the current trend is a shift toward a more "multidimensional" view of arousal-anxiety and its effects on performance. In the current study, 104 college-age participants performed a simple response time task while riding a bicycle ergometer. Participants were randomly assigned to one of eight arousal groups (between 20 and 90% of heart rate reserve) and were told they were competing for a cash prize. Prior to the task, the Competitive State Anxiety Inventory-2 and Sport Anxiety Scale (SAS) were administered to assess the influence of cognitive and somatic anxiety. As hypothesized, regression analysis revealed a significant quadratic trend for arousal and reaction time. This accounted for 13.2% of the variance, F change (1, 101) = 15.10, p < .001, in performance beyond that accounted for by the nonsignificant linear trend. As predicted by the Inverted-U hypothesis, optimal performance on the simple task was seen at 60 and 70% of maximum arousal. Furthermore, for the simple task used in this study, only somatic anxiety as measured by the SAS accounted for significant variance in performance beyond that accounted for by arousal alone. These findings support predictions of the Inverted-U hypothesis and raise doubts about the utility theories that rely on differentiation of cognitive and somatic anxiety to predict performance on simple tasks that are not cognitively loaded.     

Schema theory (1975): retrospectives and prospectives

A brief commentary is provided on the theoretical assumptions, scholarly impact and continuing influence of the schema theory of motor learning (Schmidt, 1975). The traditional contrasts of schema theory to the coordinative structure or dynamical systems framework are reemphasized, and limitations of the variability of practice experiments noted. A central problem for theories of motor learning is change over time, the basis on which learning is typically defined. Most theories including schema have, however, undervalued the importance of the time-dependent nature of change in deference to the almost exclusive study of the amount of some averaged change in behavioral outcome. The persistent and transitory change(s) in movement and outcome that are observed in action are reflections of multiple time scales of change in a dynamical system.     

The Development in Germany of Archival Processing – The Vertical and Horizontal Appraisal

Based on a discussion about appraisal which has been going on for over a 100 years, the so-called vertical and horizontal appraisal have been developed and tested since the middle of the 1990s. During this process the tasks, functions and competences of the agencies, which are to be appraised were analysed. The appraisal of the content itself is undertaken only when multiple archival processing has been eliminated by this method and the most significant records identified. Actual tasks and functions of single administrative branches of different institutions (federal government, states, counties, and municipalities) are appraised, apart from already closed records. In this way, agencies creating archives and records today receive written decisions on the appraisal of records, which will be offered to the archives in future. Archivists of different institutions are involved in this appraisal procedure. The experience gained here has continually developed the techniques of vertical and horizontal appraisal. This appraisal procedure is being further developed in a constant balance between theory and practice.     

Trends in the Creation and Appraisal of Government Records in Germany

While archivists in western and eastern Germany may have different traditions, they face the same challenges presented by the use of information technology in government offices in recent years. Documentation strategies and goals in advising agencies must be developed in consideration of current professional debate and limited resources. The following article presents tendencies in governmental records management, advising strategies of archives, and schemes for broad-scale appraisal based on observations at the level of the governments of the German Länder and includes case studies from Saxony.