Weiss M R, McCullagh P, Smith A L, Berlant A R
University of Virginia, USA.
Res Q Exerc Sport. 1998 Dec;69(4):380-94. doi: 10.1080/02701367.1998.10607712.
This study examined the role of peer mastery and coping models on children's swimming skills, fear, and self-efficacy. Children (N = 24; M age = 6.2 years), who were identified as fearful of the water, were matched to control, peer-mastery, or peer-coping model conditions. Day 1 included a preintervention assessment. Days 2-4 included exposure to model conditions followed by a 20-min swimming lesson, Day 5 consisted of postintervention assessments, and a follow-up test was conducted 4 days later. Data were analyzed in a series of 3 x 3 (Model Type x Assessment Period) repeated measures analyses of variance on the dependent variables. Results revealed differences between modeling and control groups at postintervention and follow-up, but the small sample size and large within-group variability compromised many statistically significant findings. Calculation of effect sizes indicated moderate-to-large pre- to posintervention differences between control and modeling groups on skill, self-efficacy, and fear of swimming. These findings suggest that a modeling intervention combined with swimming lessons is a more effective behavior change agent for fearful children than swimming lessons alone.
本研究考察了同伴掌握和应对模式对儿童游泳技能、恐惧及自我效能的作用。将被确定为怕水的儿童（N = 24；平均年龄 = 6.2岁）匹配到对照组、同伴掌握模式组或同伴应对模式组。第1天进行干预前评估。第2 - 4天包括接触模式组情境，随后进行20分钟的游泳课，第5天进行干预后评估，并在4天后进行随访测试。对因变量进行了一系列3×3（模式类型×评估期）重复测量方差分析。结果显示，在干预后和随访时，示范组与对照组之间存在差异，但样本量小和组内变异性大影响了许多具有统计学意义的结果。效应量计算表明，对照组和示范组在技能、自我效能和对游泳的恐惧方面，干预前到干预后的差异为中度至高度。这些发现表明，对于怕水的儿童，示范干预与游泳课相结合比单独的游泳课更能有效地改变行为。
