Varied speeds of video demonstration do not influence the learning of a dance skill

The effects of slow-motion and real time video speed demonstration, under mixed-modeling conditions (skilled model plus self-observation), were examined to identify whether there was an optimal demonstration speed, or combination thereof, for learning the dance pirouette en dehors skill. Fifty-one participants were randomly assigned to one of three groups with different video demonstration speeds: (1) slow-motion, (2) real-time, or (3) a combination of slow-motion and real-time. Following a pre-test, participants completed eight blocks of nine training trials (comprised of five physical and four observational practice trials). Physical performance and cognitive representation assessments revealed that participants' scores significantly improved for both assessments throughout acquisition (p's < 0.05), as well as from pre- to post-test (p's < 0.001), indicating learning of the skill. There were no significant differences, however, between the three experimental groups. These findings suggest that both real-time and slow-motion video demonstration, or their combined presentation, do not yield differences in motor learning outcomes related to the pirouette en dehors.