Learning the front crawl by observation: Comparing self- and other-models

Observational learning is widely used in skill learning, with self-modeling (i.e., viewing oneself perform at a higher level than currently possessed) emerging as a promising method with potential direct effects through attention/information processes, as well as indirect motivational benefits. However, prior research has yielded mixed results regarding its effectiveness in children learning motor skills and whether its effects are direct, indirect, or both.

This study compared the effects of self-modeling, self-observation (i.e., viewing oneself perform at the current level), peer-modeling (i.e., viewing a peer perform at a higher level than the learner), and a control group on front crawl learning and motivation in children aged 5-9 years. The aim of this comparison was to disentangle the direct attentional/informational effects from the indirect motivational effects of self-modeling and observational learning on learning outcomes.

Sixty-seven children participated in an eight-week intervention, randomly assigned to one of the four groups. Before practicing the front crawl, participants watched instruction videos featuring either themselves at the same skill level (i.e., self-observation), themselves at a higher skill level (i.e., self-modeling), a peer (i.e., peer-modeling), or a control video of Shrek (control).

All three observational learning interventions led to significantly greater improvements in swimming time than the control group, in the absence of significant differences between the observational interventions. No significant differences were found in motivational beliefs between the four groups. Mediation analyses revealed significant direct effects of all three observational interventions on improvements in swimming time, with no evidence of indirect effects through motivational beliefs.

It appears that, regardless of the model used, observational learning improves children's front crawl learning, but not their motivational beliefs. The effects of observational learning seem to be predominantly direct, enhancing attention and information processing.