Effects of age and temporal placement of a modeled skill on children's performance on a balance task

The present investigation explored the effect of age and temporal placement of a modelled skill on performance on a balance task. 60 boys, aged 7 and 9 yr., were randomly assigned to one of three conditions. The model was presented before any trials were attempted, midway, or not at all during 12 trials. A 2 (age) X 3 (model condition) X 12 (trials) repeated-measures design was utilized. Analysis of variance indicated significant effects of age, temporal appearance of the model, and an interaction of model by age for time on-balance. Model affected younger subjects but not older ones. Treatment did not affect off-balance errors. Findings for age and temporal placement are not consistent with some previous research.