Effects of learners’ choice of video self-modeling on performance accuracy and perceived cognitive consistency

Abstract

Introduction: Video self-modeling is often used to improve motor learning. Meanwhile, the need to consider methods that allow learners to make their own choices to provide efficient observational learning has been suggested. Purpose: In this study, we examined the effects of viewing video self-modeling created from the material chosen by learners. The results of interest were (1) whether learners’ chosen video self-modeling material influenced ball-throwing accuracy and cognitive consistency with success experiences between learners’ motor imagery and their video self-modeling and (2) the relationship between cognitive consistency and each variable. Methods: Thirty-six participants were randomly assigned to three groups: (1) self-choice group (participants selected the video self-modeling clip), (2) other-choice group (experimenter selected the clip), and (3) control group (no clip viewing). The experimental task involved ball-throwing performed with the non-dominant hand (six blocks with five trials each). We measured motivation, cognitive consistency, selfefficacy, and performance results (ball movement cessation position) by recording ball-throwing accuracy and stability. Results:Throwing stability was significantly reduced in blocks 5 and 6 compared to block 1 in all groups. Cognitive consistency scores were significantly higher in the self-choice group than in the other-choice group. In all groups, motivation and self-efficacy were higher after the task. Furthermore, the self-choice group showed a positive correlation between cognitive consistency and motivation and a negative correlation between cognitive consistency and throwing stability. In contrast, the other-choice group only showed a negative correlation between cognitive consistency and ball-throwing stability. Conclusions: Although the results of the present study did not demonstrate different effects of video choice on performance, it has been suggested that a learner’s chosen video self-modeling material may positively influence ball-throwing stability and variables such as cognitive consistency and motivation.