INTERNATIONAL OLYMPIC ACADEMY 7th JOINT - IOA

had investigated the effectiveness of visual demonstrations, combining
other instructional strategies, as well as having the learning model
versus the skilled model as the independent variables. In some studies,
video modelling was the control group to two other instructional
strategies. The findings of these studies indicated that video modelling
did enhance the performance. However, there has not been a study
that investigated video modelling in an experimental group versus a
group without video-modelling applied to the sport of gymnastics in
Malaysia. Thus, the purpose of this present study was to conduct a
study on this important question. The present study limits itself to
addressing the effect of video-modelling alone versus non-video
modelling on the enhancement of routine performances of female
gymnasts age from 8 to 15 years (M = 10.75, SD = 1.70) who were in
the gymnastics development program.
Methodology
The female gymnasts in Bandar Penawar Sports School (BPSS),
Kelantan Gymnastics Center, Pahang Gymnastics Center, and Taiping
Gymnastics Center were chosen as the subjects of this study based on
purposive sampling. All the female gymnasts who fulfilled the
requirements of this present study from each of these four centers
were matched randomly assigned either to an experimental group or a
control group. According to Keppel (1991), the random assignment
eliminates the possibility of systematic differences occurring among
subjects and the environment of the experiment that could affect
outcomes. Accordingly, Goodwin (1995) stated that the matched
random assignment used enabled to deal with the problem of
equivalent groups. All the subjects in the respective experimental
groups were asked to draw their own rotation of performance. This
enabled the matched random assignment of subjects to be placed at
random when performing their routines. The subjects in the control
group were administered the same way as the experimental group.
Therefore the rotation of subjects started with a subject from the
experimental group and followed by the next subject from the control
group. The rotation of performing for each gymnast followed the
ascending number.
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