Video Self-Modelling: Using the Feedforward Paradigm for the Acquisition of Novel Physical Skills in Young Children

Video self-modelling (VSM) interventions involve watching oneself on video performing at one’s best. VSM interventions using the feedforward paradigm (to depict a performance higher than previously attained) have proved particularly effective at improving a range of skills and behaviours. VSM’s effectiveness at enhancing physical performance however is inconclusive, and findings to date are mixed. Furthermore, there is uncertainty about whether using VSM or othermodel (OM) videos are more effective. The purpose of the present study was to examine and compare whether a feedforward-based VSM intervention and OM video intervention would enhance the acquisition and performance of novel physical skills. Thirty-six, 5-year old children were randomly assigned to complete three tasks, each assigned to a different condition (VSM, OM, or no video control). Both a within-participants and between groups design was used. Baseline and post-intervention task performance scores were taken across two sessions. Contrary to expectations, there were no significant differences in the level of improvement on any of the three tasks between the VSM, OM, and control groups. Additionally, whether a task was assigned to the VSM, OM, or control condition made no significant difference to a child’s degree of improvement on that task. These findings offer no support for the notion that VSM is effective in enhancing physical skill performance. Methodological issues and challenges that may have undermined findings are discussed, as well as considerations and recommendations for future research