The Effect of Feedforward Self-modeling in Action Observation and Motor Imagery Combination on Self-Efficacy and Learning Basketball Free Throws in Children

The purpose of present study was to determine the effect of feedforward self-modeling in combining action observation and motor imagery (AOMI) on self-efficacy and learning of basketball free throws in children. 72 male students aged 10 to 12 years who had imagery ability were selected through convenience sampling and randomly divided into six groups: feedforward self-modeling (simultaneous and alternative AOMI), non-feedforward self-modeling (simultaneous and alternating AOMI), and skilled model (simultaneous and alternating AOMI). After the pre-test, participants practiced basketball free throws three sessions per week and 40 attempts per session for six weeks. In the feedforward self-modeling groups, participants watched their edited film and performed simultaneous and alternating MI using the PETTLEP method. In the non- feedforward self-modeling groups, participants watched a video of their actual throw, and in the skilled model group, they watched a video of a skilled person's throw, and performed simultaneous and alternating MI using the PETTLEP method. After the last practice session, a post-test and a week later, a retention and transfer test were administered. The mixed analysis of variance method was used to analyze the results. The feedforward self-modeling and skilled model groups improved significantly more than non-feedforward groups and S-AOMI feedforward self-modeling group improved significantly more than S-AOMI skilled model group. Coaches can utilize self-modeling within combined observation-action and motor imagery techniques to improve self-efficacy and motor performance by fostering positive behavioral modeling.