Informational-Motivational Components of a Model's Demonstration |
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| Authors: | Deborah L Feltz Daniel M Landers |
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| Institution: | The College of Health, Physical Education, and Recreation , Pennsylvania State University , University Park , PA , 16802 , USA |
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| Abstract: | Abstract The effects of the informational and motivational components of a model's demonstration on motor performance were investigated. A secondary aim was to examine the effects of observer sex on observational learning. Male and female fifth- and sixth-grade students (N = 80) were compared under four conditions comprising the presence or absence of informational and/or motivational cues using the Bachman ladder-balance task. Access to informational cues was manipulated by means of a model demonstration. Motivational cues consisted of a model providing subjects with verbal knowledge of results (KR) of model's prior task performance. Results of the Sex × Informational Cues × Motivational Cues (2 × 2 × 2) ANOVA indicated that males had higher average performance scores than females. These differences, however, did not appear to be due to greater modeling by males. Subjects receiving a model demonstration had higher performance scores than subjects not given a model demonstration. The results were interpreted as evidence that the informational component of a model's demonstration is the primary element affecting motor performance. |
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