THE INTERMEDIATE LEARNER’S CHOICE OF SELF-AS-A-MODEL STRATEGIES AND THE EIGHT-SESSION PRACTICE IN LEARNING OF THE FRONT CRAWL SWIM
Abstract
The aim of this study was to investigate the intermediate learners’ choice of self-as-a-model strategies
for learning the front crawl swim by extending the amount of practice. Participants (n=40) were divided into
three groups: choice (free to choose to watch a video footage of their best or overall performance anytime
during a practice), yoked (paired to the learners of the choice group), and control group (did not watch any
video). Experimental design also involved a pretest, eigh tacquisition blocks, and a 48-hour retention test.
The measures included a qualitative analysis of the front crawl swim and the rate of self-efficacy belief
questionnaire. Results showed better learning of the front crawl swim for the choice group in comparison to
the yoked and control group. It was also verified that the belief of self-efficacy improved in the choice and
yoked groups. Most learners chose self-observation of their overall performance during the entire practice.
The rest of learners waved in their choices. Self-observation of either the best or overall performance had
similar effects on learning the front crawl swim. In conclusion, to provide learners with freedom of choice
during the extended acquisition phase was positive for motor learning, regardless of whether or not there
were changes in their choices.
Key words: freedom of choice, self-observation strategies, motor learning, amount of practice
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