Providing videotape feedback (VTFB) as a form of knowledge of performance (KP) to learners is a common instructional tool in teaching and coaching. VTFB has attracted renewed attention and various laundry lists of recommendations (e.g., provide VTFB immediately following performance, use frequently, vary camera angles) on VTFB implementation (e.g., Franks & Maile, 1991; Trinity & Annesi, 1996). Furthermore, researchers have begun exploring the cognitive variables which serve to mediate the impact of VTFB (e.g., Hebert, Landin, & Menickelli, 1998; Menickelli, Landin, Grisham, & Hebert, 2000). Recent research has focused on two key issues: VTFB provided in a self-controlled learning environment and learners cognitions during VTFB exposure.
This purpose of this study was to investigate the unique contributions of four augmented feedback modalities on learning a multiple degrees-of-freedom skill: Self-controlled VTFB (SC-VTFB), instructor-controlled VTFB (VTFB), self-controlled verbal KP (SC-KP), and instructor-controlled verbal KP (KP). Also, to examine learners cognitions as a potential underlying mechanism of self-controlled VTFB and self-controlled verbal KP. Male, right handed participants (N=48) were randomly assigned to one of the four experimental conditions. The task consisted of performing a forehand throw using a standard flying disc (175 g., 27 cm diameter), commonly referred to as a frisbee.® The dependent measures of the study included throwing form, throwing error measures, and learners cognitions during feedback sessions.
In general, the results indicated that both self- and instructor-controlled VTFB was more effective than either self- or instructor-controlled verbal KP in learning a multiple degrees-of-freedom skill. Some support for a self-controlled schedule of feedback was found in that self-controlled learners were able to recognize errors and tendencies in their throwing form early in acquisition. Also, self-controlled learners, regardless of the type of feedback provided, unknowingly requested a fading schedule of feedback. These findings endorsed self-control as a means to cognitively engage learners.
| Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-04052004-160403 |
| Date | 06 April 2004 |
| Creators | Menickelli, Justin |
| Contributors | Jason Hicks, Louis Harrison, Robert Wood, Dennis Landin, Melinda Solmon |
| Publisher | LSU |
| Source Sets | Louisiana State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lsu.edu/docs/available/etd-04052004-160403/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to LSU or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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