Sport officials' use of observational learning

Introduction

Observational learning is a key tool for improving skilled performances. Sport officials (e.g., referees, umpires, and judges) might glean particular benefits from using observation, as most officials do not engage in traditional practice. Unfortunately, little is known about how observational learning can be of benefit to sport officials. Thus, the purpose of this study was to take an exploratory approach to learn more about sport officials' use of observation.

Methods

Participants included 206 sport officials (170 male, 35 female, 1 not specified) from 17 sports (mainly ice hockey, soccer, lacrosse, and volleyball). Sport officials completed a 50-question online survey regarding their use of observational learning. Survey questions revolved around the reasons for using observation (e.g., to learn about positioning or rule application), along with when and how participants used observation (e.g., before versus after competitions; watching an unskilled versus skilled model).

Results

Participants used observation most frequently to learn knowledge and application of rules, personality and game management, and fitness and positioning/mechanics. Results revealed that participants preferred to use observation after their competitions, while watching other sport officials in-person, and while observing a skilled model who was correctly executing their tasks.

Discussion

In the discussion, we expand on the results, connecting it to previous research in sport officiating or observational learning. Lastly, we offer suggestions for future researchers that should help build our understanding of sport officials' use of observation.

P-Curve Analysis of the Köhler Motivation Gain Effect in Exercise Settings: A Demonstration of a Novel Technique to Estimate Evidential Value Across Multiple Studies

BACKGROUND

Practitioners and researchers may not always be able to adequately evaluate the evidential value of findings from a series of independent studies. This is partially due to the possibility of inflated effect size estimates for these findings as a result of researcher manipulation or selective reporting of analyses (i.e., p-hacking). In light of the possible overestimation of effect sizes in the literature, the p-curve analysis has been proposed as a worthwhile tool that may help identify bias across a series of studies focused on a single effect. The p-curve analysis provides a measure of the evidential value in the published literature and might highlight p-hacking practices.

PURPOSE

Therefore, the purpose of this paper is to introduce the mechanics of the p-curve analysis to individuals researching phenomena in the psychosocial aspects of behavior and provide a substantive example of a p-curve analysis using findings from a series of studies examining a group dynamic motivation gain paradigm.

METHODS

We performed a p-curve analysis on a sample of 13 studies that examined the Köhler motivation gain effect in exercise settings as a means to instruct readers how to conduct such an analysis on their own.

RESULTS

The p-curve for studies examining the Köhler effect demonstrated evidential value and that this motivation effect is likely not a byproduct of p-hacking. The p-curve analysis is explained, as well as potential limitations of the analysis, interpretation of the results, and other uses where a p-curve analysis could be implemented.

Feedforward Self-Modeling and Self-Regulation: It's Not Just for Learning

Purpose: This research investigated whether Zimmerman's model of self-regulated learning could be transferred into a competitive setting. We also investigated whether a feedforward self-modeling video could influence one's use of self-regulation and as such be an effective self-regulatory intervention. Methods: Nine competitive gymnasts took part in two interviews; one interview was conducted after a competition in which the video was viewed (experimental interview: EI) and the other after a competition where no video was seen (control interview: CI). Results: The gymnasts' responses to the interviews suggested that many processes and beliefs used in the learning context described by Zimmerman were also engaged in within a competitive context. Furthermore, comparison of gymnasts' responses between the EI and CI suggested that the feedforward self-modeling video influenced gymnasts' use of self-regulation during a competition. Conclusion: This research suggests that Zimmerman's model of self-regulation has potential to be transmitted into the competitive context and that an individual's self-regulation can be influenced by viewing a feedforward self-modeling video.

Learner-Controlled Self-Observation is Advantageous for Motor Skill Acquisition

There were two main objectives of this research. First, we wanted to examine whether video feedback of the self (self-observation) was more effective for motor skill learning when the choice to view the video was provided to the learner (learner-controlled, LC) as opposed to an experimenter-controlled (EC) delivery. Secondly, we explored whether there were differences in the self-regulatory processes of self-efficacy and intrinsic motivation, as well as perceived choice between the LC and EC conditions. Two groups (LC and EC) of children (M age of 11.2 years; SD = 1.89) attempted to learn a progression of trampoline skills during a 2-day acquisition phase in which video self-observation was available. The second acquisition day was followed by a no self-observation retention test 1 day later. It was hypothesized that, during retention, the LC group would be more self-efficacious about their ability to progress through the trampoline skills, show greater intrinsic motivation and perceived choice, and go further in skill progression than the EC group. Analysis of the acquisition data showed the LC group had greater increases in self-efficacy as compared to the EC group. Results of the retention test showed that the participants in the LC group obtained higher scores on the intrinsic motivation and perceived choice measures and had higher skill progression scores as compared to the EC group. Regression analysis showed that group assignment and self-efficacy were significant predictors of the physical performance benefits noted in retention. These findings are discussed within Zimmerman's (2004) self-regulation of learning model.

Feedforward self-modeling enhances skill acquisition in children learning trampoline skills

The purpose of this research was to examine whether children would benefit from a feedforward self-modeling (FSM) video and to explore possible explanatory mechanisms for the potential benefits, using a self-regulation framework. To this end, children were involved in learning two five-skill trampoline routines. For one of the routines, a FSM video was provided during acquisition, whereas only verbal instructions were provided for the alternate routine. The FSM involved editing video footage such that it showed the learner performing the trampoline routine at a higher skill level than their current capability. Analyses of the data showed that while physical performance benefits were observed for the routine that was learned with the FSM video, no differences were obtained in relation to the self-regulatory measures. Thus, the FSM video enhanced motor skill acquisition, but this could not be explained by changes to the varied self-regulatory processes examined.