Ivan Vrbik1, Tomislav Krističević2, Goran Sporiš2 and Dejan Madić3
1Industrial school Sisak, Sisak, Croatia
2Faculty of Kinesiology, University of Zagreb, Croatia
3Faculty of Sport and physical education, University of Novi Sad, Serbia
Abstract
Demonstration is a widely used method in sports teaching and coaching, as well in Physical
education classes. The most commonly used types of demonstration live demonstration and
video demonstration. However, a direct comparison between these two types of model has
rarely been undertaken in a motor context. Therefore, the aim of this reseasrch is to specify
and compare the effects of the two different metric protocol, former standard and the new
video demonstration, on the estimation of the test results in the primary school.The
participants involved the third and the fourth year students from four elementary schools in
Petrinje and Sisak which territorialy belong to urban area of the Sisak- Moslavic county. The
total number of students on whom this research has taken place was 327, of which 186 were
boys and 141 were girls at the age of 10,5. The students were divided into two subsamples
considering the used treatment,both standard and video demonstration protocol. The sample
of variables in this research consists of four tests for evauating motor abilities: Shuttle run,
Back-save sit and reach for the right and left leg, Push-ups and Curl up. The use of video
demonstration protocol for task performance has shown a significant effect in the tests
Shuttle run and Curl up, while significant effects were not gained in both both flexibility tests
(Back-save sit and reach for the right and left leg) and strength tests (push-ups) due to the
protocol. The results indicated that video demonstration seems more effective than the live
one for the early acquisition of a completely new motor skills.
Key words: protocol, video demonstration, students, motoric tests
References
Aiken, C. A., Fairbrother, J. T. & Post, P. G. (2012). The Effects of Self-Controlled Video
Feedback on the Learning of the Basketball Set Shot. Frontiers in Psychology, 3
(338), 1-8.
Al-Abood, S.A., Davids, K. & Bennett, S.J. (2001). Specificity of task constraints and
effects of visual demonstrations and verbal instructions in directing learners’ search
during skill acquisition. Journal of Motor Behavior, 33(3), 295-305.
Al-Abood, S.A., Davids, K., Bennett, S.J., Ashford, D. D. & Marin, M. M. (2001). Effects
of manipulating relative and absolute motion information during observational
learning of an aiming task. Journal Of Sports Sciences, 19, 507-520.
Atienza, F.L., Balaguer, I. & Garcia-Merita, M.L. (1998). Video modeling and imaging
training on performance of tennis service of 9- to 12-year-old children. Perceptual
and Motor Skills, 87, 519-529.
Baumgartner, T.A., Oh, S., Chung, H. & Hales, D. (2012). Objectivity, Reliability, and
Validity for a Revised Push-Up Test Protocol. Measurement in Physical Education
and Exercise Science, 6(4), 225–242.
BenitezSantiago, A.S. (2011). Using Video Feedback to Improve Martial-Arts Performance.
Graduate Theses and Dissertations. College of Behavioral and Community Sciences.
University of South Florida
Boyer, E., Miltenberger, R. G., Batsche, C. & Fogel, V. (2009). Video modeling by experts
with video feedback to enhance gymnastics skills. Journal of Applied Behavior
Analysis, 42(4), 855–860.
Brlas, S. (2010). Psihologija komunikacije. Naklada slap, Jastrebarsko.
Buchanan, J. J. & Dean, N. J. (2010). Specificity in practice benefits learning in novice
models and variability in demonstration benefits observational practice. Psychological
Research, 74(3), 313-326.
Guadagnoli, M., Holcomb, W., & Davis, M. (2002). The efficacy of video feedback for
learning the golf swing. Journal of Sports Sciences, 20, 615–622.
Haguenauer, M., Fargier, P., Legrener, P., Dufour, A.B., Cogerino, G., Begon, M. &
Monteil, K.M. (2005). Short-term effects of using verbal instruction and
demonstration at the beginning of learning a complex skill in figure skating.
Perceptual and Motor Skills, 100, 179-191.
Hayes, S.J., Hodges, N.J., Scott, M.A., Horn, R.R. & Williams, A.M. (2007). The efficacy
of demonstrations in teaching children an unfamiliar movement skill: The effects of
object-orientated actions and point-light demonstrations. Journal of Sports Sciences,
25 (5),559-575.
Hodges, N. J., Chua, R. & Franks, I.M. (2003). The role of video in facilitating perception
and action of novel coordination movement. Journal of Motor Behavior, 35 (3), 247-
260.
Hodges, N. J., Williams, A. M., Hayes, S. J. & Breslin, G. (2007). What is modelled during
observational learning?. Journal of Sport Science, 25 (5), 531-545.
Horn, R. R. & Williams, A. M. (2004). Observational motor learning: Is it time we took
another look? In A. M. Williams & N. J. Hodges (Eds.) Skill acquisition in sport:
Research, theory and practice. London: Routledge. 175 – 206.
Horn, R. R., Williams, A. M. & Scott, M. A. (2002). Learning from demonstrations: the role
of visual search during observational learning from video and point-light models.
Journal Of Sports Sciences, 20(3), 253-269.
Horn,R.R., Williams A. M., Scott, M. A. & Hodges, N. J. (2005). Visual Search and
Coordination Changes in Response to Video and Point- Light Demonstrations
Without KR. Journal Of Motor Behavior, 37(4), 265-274.
Horn,R.R., Williams A. M., Hayes, S. J., Hodges, N. J. & Scott, M. A. (2007).
Demonstration as a rate enhancer to changes in coordination during early skill
acquisition. Journal Of Sports Sciences, 25(5), 599-614.
Jennings, C.T., Reaburn, P. & Rynne, S.B. (2013). The effect of self-modelling video
intervention on motor skill acquisition and retention of novice track cyclist’s standing
start performance. International Journal of Sports Science and Coaching, 8 (3).
Kelley, H. (2014). Using Video Feedback to Improve Horseback Riding Skills. Graduate
Theses and Dissertations. College of Behavioral and Community Sciences, University
of South Florida.
Laguna, P. L. (2008). Task complexity and sources of task-related information during the
observational learning process. Journal Of Sports Sciences, 26(10), 1097-1113.
Magill, R.A. & Schoenfelder-Zohdi, B. (1996). A visual model and knowledge if
performance as sours of information for learning a rhythmic gymnastic skill.
International Journal of Sport Psychology, 27, 7-22.
Magill, R.A. (1993). Modeling and verbal feedback influences on skill learning.
International Journal of Sport Psychology, 24 (4), 358-369.
Maleki, F., Nia, P. S., Zarghami, M. & Neisi, A. (2010). The Comparison of Different Types
of Observational Training on Motor Learning of Gymnastic Handstand. Journal of
Human Kinetics, 26, 13-19.
Metikoš, D., Hofman, E., Prot, F., Pintar, Ž. & Oreb, G. (1989). Mjerenje bazičnih
motoričkih dimenzija sportaša. Zagreb: Fakultet za fizičku kulturu Sveučilišta u
Zagrebu
Mraković, M., Findak, V., Metikoš, D. & Neljak, B. (1996). Primijenjena kineziologija u
školstvu–NORME. Hrvatski pedagoško-književni zbor, Zagreb.
Neljak, B. (2011). Kineziološka metodika u osnovnom i srednjem školstvu. Zagreb:
Kineziološki fakultet.
Novak, D. (2010). Razlike u kinatropološkim obilježjima učenika petog razreda u odnosu na
makroregionalne i urbanoruralne značajke Republike Hrvatske, Doktorska disertacija,
Zagreb: Kineziološki fakultet
Pallant, J. (2009). SPSS priručnik za preživljavanje, Mikro knjiga, Beograd
Prskalo, I. & Babin, J. (2011). Dijagnostika u edukaciji. U V. Findak (ur.) , Zbornik radova
20. ljetne škole kineziologa RH 2011.godine. Zagreb: Hrvatski kineziološki savez
Prskalo, I. (2011). Kinesiological diagnostic model in the function of kinesiological
prevention. In Prskalo, Strel, Findak (ed.) The 5th International Conference on
Advanced and Systems Research. Zagreb: Učiteljski fakultet Sveučilišta u Zagrebu
Ram, N., Riggs, S.M., Skaling, S., Landers, D.M. & McCullagh, P. (2007). A comparison of
modelling and imagery in the acquisition and retention of motor skills. Journal of
Sports Science; 25(5), 587-597.
Saemi, E., Porter, J.M., Varzaneh, A.G., Zarghami, M. & Shafinia, P. (2012). Practicing
along the contextual interference continuum: A comparison of three practice
schedules in a elementary physical education setting. Kineziologija, 44 (2), 191-198.
Sherwood, D. E. & Rothman, K. K. (2011). Concurrent visual feedback and spatial accuracy
in continuous aiming movements. Perceptual and Motor Skills, 113 (3), 825-839.
Singer, R.N. (2000). Performance and human factors: considerations about cognition and
attention for self-paced and externally-paced events. Ergonomic, 43 (10), 1661-1680.
Smith, J.L. (2004). Effects of video modeling on skill acquisition in learning the golf swing.
Master of Science, Department of Exercise Sciences, Brigham Young University
Sullivan, K.J., Kantak, S.S. & Burtner, P.A. (2008). Motor Learning in Children: Feedback
Effects on Skill Acquisition. Physical Therapy, 88(6), 720 – 732.
Tripp, T. R. & Rich, P.J. (2012). The influence of video analysis on the process of teacher
change. Teaching and Teacher Education, 28, 728-739.
Wulf, G. (2007). Self-controlled practice enhances motor learning: Implication for
physiotherapy. Physiotherapy 93, 96-101.
Wulf, G., Shea, C. & Lewthwait, R. (2010). Motor skill learning and performance: a review
of influential factors. Medical Education, 44, 75-84.
Zetou, E., Tzetzis, G., Vernadakis, N. & Kioumourtzoglou, E. (2002). Modeling in learning
two volleyball skills. Perceptual and Motor Skills, 94, 1131-1142.