The Influence of Video Speed Demonstration Under Mixed-Modeling Conditions on the Learning of a Complex Novel Motor Skill

Abstract

The effect of slow-motion video speed demonstration under mixed-modeling conditions (skilled model plus self-observation) on the learning of a pirouette en dehors was examined to identify whether there was an optimal speed for learning a dance skill. Fifty-one participants were 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, each 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 (ps < .05), as well as from pre- to post-test (ps < .001), thus indicating learning of the skill. There were no significant differences, however, among the three experimental groups. Thus, under mixed-modeling conditions, slow-motion video demonstration (either alone or combined with real-time) did not provide additional learning benefits over real-time demonstration.