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dc.contributor.authorRowland, Amy Leeen_US
dc.date.accessioned2011-08-22T19:03:17Z
dc.date.available2011-08-22T19:03:17Z
dc.date.issued2004-07-27en_US
dc.identifier.otheretd-08162004-193008en_US
dc.identifier.urihttp://hdl.handle.net/10919/11226
dc.description.abstractThe purpose of this study was to investigate the use of videotaped modeling of a tennis skill with and without verbal cues. Eighteen female players from two NCAA Division III colleges served as the subjects for the study. The players were randomly assigned to one of two groups. Both of the groups viewed a modeling videotape which contained a 56-second clip of a female professional hitting forehand groundstrokes looped seven times. Group One'­s tape included verbal cues on balance, posture, and contact point. Group Two'­s tape did not contain verbal cues. Both of the groups were pre-tested on power, performance, trait confidence, and state confidence before viewing the modeling tape six times. Then they were post-tested on the same measures and given a qualitative questionnaire. They were also asked a follow-up question in interview format. The qualitative analyses revealed that Group 2 subjects were unable to articulate the concepts of balance, posture and contact point as well as Group 1. Group 1 was better able to articulate these concepts with a higher percentage of participants answering the qualitative questionnaire consistent with the relevant verbal cues for balance, posture, and contact point. The results of this study indicate that tennis coaches should consider adding verbal cues when using videotaped modeling to enhance its effectiveness.en_US
dc.format.mediumETDen_US
dc.publisherVirginia Techen_US
dc.relation.haspartalrowlandetd.pdfen_US
dc.relation.haspartalrowlandetd.2.pdfen_US
dc.rightsThis Item is protected by copyright and/or related rights. Some uses of this Item may be deemed fair and permitted by law even without permission from the rights holder(s), or the rights holder(s) may have licensed the work for use under certain conditions. For other uses you need to obtain permission from the rights holder(s).en_US
dc.subjectModelingen_US
dc.subjectTennisen_US
dc.subjectCuesen_US
dc.titleVideotaped Modeling with and without Verbal Cuesen_US
dc.typeDissertationen_US
dc.contributor.departmentCurriculum and Instructionen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineCurriculum and Instructionen_US
dc.contributor.committeechairStratton, Richard K.en_US
dc.contributor.committeememberPoole, Jon R.en_US
dc.contributor.committeememberKrouscas, James A. Jr.en_US
dc.contributor.committeememberMoore, David Michaelen_US
dc.contributor.committeememberRedican, Kerry J.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-08162004-193008en_US
dc.date.sdate2004-08-16en_US
dc.date.rdate2004-08-19
dc.date.adate2004-08-19en_US


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