INTERNATIONAL OLYMPIC ACADEMY 7th JOINT - IOA

hours to 18 hours in this present study. Furthermore, the subjects may
not comprehend how the skills were done and apply in their own skill
based on one’s ability.
Although the post-test mean total scores between the experimental
and control groups did not differ significantly, the paired samples t-
Test showed a significant improvement of the mean total score in the
experimental group. This could mean the subjects in the experimental
group generally were able to score higher points after the videomodelling
intervention. Hence this finding supported the previous
studies as discussed in the following. According to Williams and
Grant (1999), their findings indicated that video technology might be
particularly effective when coupled with appropriate instructional
techniques in developing perceptional expertise in sport. In
accordance with this, Adams (2001) concluded his study on the
quality of the motor reproduction and the accuracy of representation
among preadolescence females aged 8 to 10 years that correct model
plus verbal descriptions and learning model plus verbal descriptions
(example of two instructional strategies) might be used to foster motor
skill development particularly when the skill to be learned has already
been vicariously experienced but not yet mastered. Thus, the results of
this study on the experimental intra-group pre-posttest comparisons
among the four centers resulted to significant improvement of
performance at 99 percent level of confidence in Perak and Pahang.
Adams’ findings (2001) supported the study of Shea et al. (2000),
Weiss et al. (1992) and Mc Cullagh and Meyer (1997). The findings in
Shea et al.’s Experiment 1 were consistent with other studies where
the retention results indicated that observational practice was inferior
to physical practice. As for their Experiment 2, they found out that the
combined group performed significantly better than the physical
practice group on the transfer test. They concluded that a combination
of observational and physical practice allows good opportunities for
learning beyond those provided through practice alone. Weiss et al.’s
study comprised of subjects aged 8 to 9 years 11 months and they
performed equally well in the verbal only, model only, and model plus
verbal rehearsal on the form scores. The same findings were found in
Mc Cullagh and Meyer’s study by comparing learning video
modelling with model feedback versus correct video-modelling with
model feedback. The subjects from both groups were equally effective
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