Effects Of Different Proportions Between Observational Learning And Physical Practice On Tracking Skill Learning

With novices as subjects in this thesis, experiments were conducted to study the effects of presentation of different models and different model types on tracking skill learning, the effects of different proportions between observational learning and physical practice on tracking skill learning with different complex degrees and different natures, and the effects of different proportions between observational learning and physical practice on tracking skill learning of the novices at different ages.This thesis includes five experiments. The first experiment discussed the effects of presentation of different models (i.e., living model and video model) on tracking skill learning. The results showed that observational learning under the condition of video model had the same effect as the observational learning under the condition of living model on novices'tracking skill learning. The second experiment discussed different model types (i.e., observing learning model and skilled model) on tracking skill learning. The results suggested that the performance of observing a learning model was better than the performance of observing a skilled model performing.On the base of Experiment 1 and Experiment 2, a learning video model was used in the latter three experiments, discussing respectively the effects of different proportions between observational learning and physical practice on tracking skill learning from the aspects of different complex degrees, task natures and novices'ages. The results of experiment 3 indicated that the proportion of 50% observational learning + 50% physical practice had significant better effect than the proportion of 75% observational learning + 25% physical practice and the proportion of 25% observational learning + 75% physical practice for the complex tracking skill learning, while there was no significant difference among the effects of three proportions for the simple tracking skill learning. The results of experiment 4 showed that the proportion of 50% observational learning + 50% physical practice had significant better effects than the proportion of 75% observational learning + 25% physical practice and 25% observational learning + 75% physical practice for closed tracking skill learning, while the effect of proportion of 25% observational learning + 75% physical practice was better than the effect of 25% observational learning + 75% physical practice for the open tracking skill learning. Experiment 5 studied the effects of different proportions between observational learning and physical practice on different aged learner's tracking skill learning. The results indicated that the proportion of 50% observational learning + 50% physical practice had significant better effect than the proportion of 75% observational learning + 25% physical practice and 25% observational learning + 75% physical practice for both undergraduates'and the senior high school students'tracking skill learning, while the proportion of 25% observational learning + 75% physical practice had significant better effects than the proportion of 75% observational learning + 25% physical practice for pupils'tracking skill learning.This thesis has three mainly conclusions. Firstly, observing living model and observing video model had the same effect for novices'observing learning. Secondly, the effect of learning model was better than that of the skilled model for the novices'tracking skill learning. Thirdly, the effects of the proportion between observational learning and physical practice depended on characters of tasks such as the complex degrees and natures of tasks and individual characters such as age. Therefore different proportions between observational learning and physical practice should be chosed change according to different learning situations in order to obtain better learning efficiency.