INTERNATIONAL OLYMPIC ACADEMY 7th JOINT - IOA

However there existed a significant improvement of mean total
score in the UB event when post-tests comparison among four events
in women artistic gymnastics was conducted. This may be due to the
outcome accuracy and variability acquired of the global movement
pattern or coordination on the UB that was closer to that of the model,
just like Horn et al. (2002) reported in their study. This is also in
agreement with the study of Al-Abood et al. (2001) that indicated
visual demonstration significantly improved subjects’ approximation
of the model’s coordination pattern. Subsequently, these findings also
supported the study of Adams (2001) on examining preadolescence
females aged 8 to 10 years regarding pre-practice information where
video-modelling did enhance performance and later supported by
Hodges and Franks (2002). In other words, the significant
improvement of performance in the UB event could be interpreted that
error identification led to substantial improvement in quantitative and
qualitative factors in this event. This was true and reported in the
study of Premuzak et al. (1995) as well. Results of their study showed
that video training enabled subjects to improve these two important
factors of their sport skill analysis process.
Both BB and FX events in women artistic gymnastics require 70
seconds to 90 seconds of individually composed routines. A minimum
of ten skills are performed within this 90 seconds but additional skills
are included in order to achieve the maximum 10 points. At such, the
gymnasts’ BB and FX routines performances shown in the videomodelling
sessions as the intervention of this study comprised of more
than ten skills. One of the possible reasons that resulted in nonsignificant
improvement of performance in these two events may be
due to the inability of subjects to be familiar with all the moves within
such a short duration of 90 seconds as well as being exposed to less
than 14 hours of video modelling sessions. In other words,
improvement may be significant if subjects were expose to at least 14
hours of video modelling sessions. In contrast with the VT event, only
one skill is required. Nevertheless each skill is comprised of six
phases namely run-up, take off, pre-flight, repulsion, post-flight, and
landing. These phases happen within 10 seconds to 15 seconds in
actual situation but a slow moving version was shown as well.
However the subjects in the experimental group have yet to get
accustomed to this exposure of video-modelling sessions within 9
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