The efficacy of demonstrations in teaching children an unfamiliar movement skill. The effects of object-orientated actions and point-light demonstrations.

Autor/inn/en	Hayes, Spencer J.; Hodges, Nicola J.; Scott, Mark A.; Horn, Robert R.; Williams, A. Mark
Titel	The efficacy of demonstrations in teaching children an unfamiliar movement skill. The effects of object-orientated actions and point-light demonstrations. Gefälligkeitsübersetzung: Die Wirksamkeit von Demonstrationen beim der Vermittlung einer unbekannten Bewegungsfertigkeit bei Kindern. Die Auswirkungen objektorientierter Handlungen und Lichtpunkt-Demonstrationen.
Quelle	In: Journal of sports sciences, 25 (2007) 5, S. 559-575 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0264-0414; 1466-447X
DOI	10.1080/02640410600947074
Schlagwörter	Beobachtung; Kognition; Kind; Imitation; Imitationslernen; Lernen; Motorisches Lernen; Demonstration (Veranschaulichung); Visuelle Wahrnehmung; Licht; Bewegung (Motorische); Bewegungslehre; Sportpädagogik; Sportunterricht; Sportwissenschaft; Erwachsener
Abstract	In Experiment 1, adult and child participants were instructed to imitate a video model performing a bowling action with or without a ball. Participants imitated the action with greater accuracy without a ball and in general adults were more accurate than children. In Experiment 2, adults and children were shown a video or point-light display of the bowling action. There was no difference in movement form between the adult point-light and video groups. In contrast, children were poorer at reproducing the action when viewing point-light compared with video sequences (P ( 0.05). The novel point-light display hindered the children's ability to provide conceptual mediation between the presented information and action requirements. In Experiment 3, a child point-light group was provided with perceptual-cognitive training. The perceptual-cognitive training group demonstrated better movement reproduction than a group who viewed the point-light displays with no training (P ( 0.05), although there were no differences between participants who received training and those who viewed a video. Children are able to perceive and use relative motion information from a display after some general training, and the effectiveness of demonstrations needs to be judged relative to the task context. Verf.-Referat.
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2014/2