Controlling segmented model demonstrations enhances both motor and cognitive representation of the basketball jump shot

Abstract

Previous research indicates that affording the learner control over the frequency of model demonstrations enhances motor learning (i.e.,Wulf et al. 2005). However, previous research has only provided the learner control over viewing the entire action.  Thus, the purpose of the present experiment was to determine whether learning is optimized when the learner is provided the opportunity to either view a component of, or the entire action. We also examined if self-control strengthened the mental representation of the motor action compared to those not provided control (i.e., yoked condition). Participants performed 50 basketball jump shots from the free throw line during acquisition, and returned one day later for a 10 shot retention test and a memory recall test of the jump shot technique. Shot accuracy was assessed on a 5-point scale (i.e., 0=miss, 5=swish). The mental representation of the technique was assessed by the number of components recalled by participants (total of 6) on a paper-pencil test. Retention results showed superior shot accuracy of the self compared to the control condition (motor component); and the self control participants (M=.86) recalled more components of the jump shot technique than those in the yoked (M=.69) and control (M=.58) conditions, respectively. Results of this study highlight the utility of providing the learner control over viewing multiple segments of a skill compared to only watching the entire model; and the importance of assessing both the motor and the cognitive representation of the motor action as a method of determining the effectiveness of the practice context.