Horn Robert R, Williams A Mark, Hayes Spencer J, Hodges Nicola J, Scott Mark A
Department of Exercise Science and Physical Education, Montclair State University, Montclair, NJ 07043, USA.
J Sports Sci. 2007 Mar;25(5):599-614. doi: 10.1080/02640410600947165.
We compared the nature and rate of change in intra-limb coordination in participants who observed a video model (model) with those who practised based on verbal guidance only (control). Sixteen male novices threw a ball towards a target with maximal velocity using a back-handed, reverse baseball pitch. Participants in the model group immediately changed their intra-limb relative motion to more closely resemble the model's relative motion pattern. This new coordination pattern, and concomitant changes in ball speed, was maintained throughout acquisition, without further change. In contrast, the control group showed no change in coordination or ball speed across acquisition. Our findings suggest that demonstrations act as a rate enhancer, conveying an immediate movement solution that is adopted early in acquisition. A model may constrain the learner to perceive and imitate the model's relative motion pattern as suggested by Scully and Newell (1985). The stability of this new movement pattern questions accounts of learning, which suggest that prescriptive, directed learning may result in the "soft assembly" of an inaccurate and temporary movement solution.
我们比较了观看视频模型的参与者（模型组）和仅基于言语指导进行练习的参与者（对照组）肢体内部协调性的变化性质和速率。16名男性新手使用反手、反向棒球投球动作以最大速度向目标投球。模型组的参与者立即改变了他们肢体内部的相对运动，使其更接近模型的相对运动模式。这种新的协调模式以及随之而来的球速变化在整个习得过程中得以保持，没有进一步改变。相比之下，对照组在整个习得过程中协调性和球速均未发生变化。我们的研究结果表明，示范起到了速率增强器的作用，传达了一种在习得早期就被采用的即时运动解决方案。一个模型可能会像斯库利和纽厄尔（1985年）所建议的那样，限制学习者去感知和模仿模型的相对运动模式。这种新运动模式的稳定性对学习的解释提出了质疑，这些解释表明规定性的、有指导的学习可能会导致不准确且临时的运动解决方案的“软组装”。
