The DOI matches its Crossref record; 34 of the 35 references it cites were found in a registry or an index.
The impact of self-as-a-model interventions on children's self-regulation of learning and swimming performance
Abstract
We compared two self-as-a-model interventions: self-modelling (viewing oneself perform an adaptive behaviour) and self-observation (viewing oneself perform at current skill level). Operating within Zimmerman's (1989 Zimmerman, B. J. 1989. A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81: 329–339. [Crossref], [Web of Science ®] , [Google Scholar], 2000 Zimmerman, B. J. 2000. “Attainment of self-regulation: A social cognitive perspective”. In Handbook of self-regulation, Edited by: Boekaerts, M., Pintrich, P. R. and Zeidner, M. 13–39. San Diego, CA: Academic Press. [Crossref] , [Google Scholar]) theory of self-regulated learning, we examined the effect of the modelling interventions on three self-regulatory processes (self-efficacy, intrinsic motivation, and self-satisfaction), as well as physical performance. Thirty-three children were randomly assigned to one of three experimental groups. The two self-as-a model groups received the modelling intervention just before physical practice, whereas the control group received physical practice only. Analyses of the retention scores revealed significant differences for all dependent measures. Post hoc testing showed consistently that the self-modelling group performed better than the self-observation and control groups, and that the two latter groups performing similarly. These results provide support for the implementation of self-modelling interventions with children when teaching motor skills.
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“In addition, self-modeling resulted in greater intrinsic motivation and satisfaction with performance (Clark & Ste-Marie, 2007).”
From Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning (2016) · cites this paper as Clark & Ste-Marie, 2007
In the citing paper
“Interestingly, learners who watched the edited videos that showed their best swimming strokes or trampoline skills demonstrated enhanced learning relative to other groups.”
From Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning (2016) · cites this paper as Clark & Ste-Marie, 2007
Citations
Cites
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Zimmerman, B. J. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50031-7 · Cited by 6,069
A social cognitive view of self-regulated academic learning.
Zimmerman, B. J. (1989) · Journal of Educational Psychology · doi:10.1037/0022-0663.81.3.329 · Cited by 3,807
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“This is important to acknowledge, as acquisition performance may only yield temporary effects related to an experimental manipulation, whereas retention tests are a better means of evaluating the extent to which genuine learning has occurred (Schmidt & Bjork, 1992).”
BackgroundHandbook of research on sport psychology
(1993) · Choice Reviews Online · doi:10.5860/choice.30-5652 · Cited by 1,456
Research works printed but not linked: 6
- 1996, Canadian Red Cross water safety services: Instructor manual
- Clark S. E., 2002, Journal of Human Movement Studies, 43, 179
- Laguna P., 1996, Journal of Human Movement Studies, 30, 55
- McCullagh P., 1990, Journal of Human Movement Studies, 18, 107
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Cited by
Sorted by citations
Wulf, G., & Lewthwaite, R. (2016) · Psychonomic Bulletin & Review · doi:10.3758/s13423-015-0999-9 · Cited by 1,238
Self-regulation and performance level of elite and non-elite youth soccer players
Toering, T., Elferink-Gemser, M. T., Jordet, G., & Visscher, C. (2009) · Journal of Sports Sciences · doi:10.1080/02640410903369919 · Cited by 266
Ste‐Marie, D. M., Law, B., Rymal, A. M., Jenny, O., Hall, C. R., & McCullagh, P. D. (2012) · International Review of Sport and Exercise Psychology · doi:10.1080/1750984x.2012.665076 · Cited by 212
Self-citationAdditive benefits of autonomy support and enhanced expectancies for motor learning
Wulf, G., Chiviacowsky, S., & Cardozo, P. L. (2014) · Human Movement Science · doi:10.1016/j.humov.2014.06.004 · Cited by 157
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Metadata
- Authors
- Clark, S. E., & Ste-Marie, D. M.
- Affiliations
- University of Ottawa (CA)
- Venue
- Journal of Sports Sciences
- Publisher
- Informa UK Limited
- Published
- 2007-03
- Volume
- 25
- Issue
- 5
- Pages
- 577-586
- ISSN
- 0264-0414 (ISSN-L)
- 1466-447X
- OpenAlex
- W1971116502
- Cited by
- 143
- References
- 35
- Citations by year
- 2026: 7 · 2025: 7 · 2024: 5 · 2023: 11 · 2022: 4 · 2021: 11 · 2020: 16 · 2019: 12 · 2018: 4 · 2017: 7 · 2016: 8 · 2015: 9 · 2014: 12 · 2013: 7 · 2012: 8
- FWCI
- 6.71
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Sports Sciences (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Sport Psychology and Performance
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Sports and Physical Education Research
- Keywords
- self-modeling, self-observation, student self-regulation, self-efficacy, intrinsic motivation, self-satisfaction, swimming performance, motor skill learning, children, social cognitive theory, retention
- MeSH terms
- Adaptation, Psychological, Analysis of Variance, Child, Female, Humans, Learning, Male, Models, Theoretical, Physical Education and Training, Social Control, Informal, Swimming
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