Effects of videotape self-modeling on the motor learning of figure skating jumps

Abstract

This study investigated whether self-modeling would positively affect intermediate level figure skaters' self-efficacy, state anxiety, motivation, and jump performance more than physical practice alone. Twelve female skaters (M = 13.38 years of age, SD = 1.35) participated in a four week study where they received a self-modeling intervention (SM) for one jump and no modeling (SM-C) for a second jump. They were also compared with a separate control group (CON) of 7 skaters (M = 14.20 years of age, SD = 2.35) who received no intervention for both jumps. Analyses revealed no significant differences between the three conditions. This indicates that while no transfer effects existed between the SM and SM-C conditions, the self-modeling intervention also failed to enhance figure skaters' psychological and physical performance. The athletes' skill level, their perception of the intervention, the characteristics of the task, and the type of self-modeling employed are all discussed as possible explanations for this lack of results. Further empirical examination of self-modeling is recommended to clarify these issues.