Algunas consideraciones sobre la utilización del modelado en la adquisición de habilidades motrices en niños

Referències bibliogràfiques

• Balaguer, I., Escartí, A. y Villamarín, F. (1995). Auto-eficacia en el deporte y en la actividad física: estado actual de la investigación. Revista de Psicología General y Aplicada. 48 (1), 139-159.
• Bandura, A. (1977a/1982). Teoría del aprendizaje social. Madrid: Espasa Calpe.
• Bandura, A. (1977b). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
• Bandura, A. (1986/1987). Pensamiento y acción. Fundamentos sociales. Barcelona: Martínez Roca.
• Bortoli, L. y Robazza, C. (1994). The motor activity anxiety test. Perceptual and Motor Skills. 79, 299-305.
• Bortoli, L., Robazza, C. Viviani, F. y Pesavento, M. (1992). Auto-eficacia física, percepción corporal y ansiedad en hombres y mujeres. Actas del Congreso Científico Olímpico de Málaga. 9-14 de julio de 1992, 239-242.
• Bouffard, M. y Dunn, J. G. (1993). Children’s self-regulated learning of movement sequences. Research Quarterly for Exercise and Sport, 64 (4), 393-403.
• Bruner, J. (1973). Organization of early skilled actions. Child Development, 44, 1-11.
• Carroll, W. R. y Bandura, A. (1985). Role of timing of visual monitoring and motor rehearsal in observational learning of action patterns. Journal of Motor Behavior, 17 (3), 269-281.
• Feltz, D. L. (1982). The effect of age and number of demostrations on modeling form and performance. Research Quarterly for Exercise and Sport, 53, 291-296.
• Feltz, D. (1995). Comprensión de la motivación en el deporte: una perspectiva de autoeficacia, en: G. C. Roberts, (ed). Motivación en el Deporte y el Ejercicio. (pp. 123-137), Bilbao: Desclée de Brouwer.
• George, T. R., Feltz, D. L. y Chase M. A. (1992). Effects of model similarity on self-efficacy and muscular endurance: a second look. Journal of Sport and Exercise Psychology, 14, 237-248.
• Guzman, J. F., Escartí, A. y Cervelló, E. (1995). Influencia del género y del modelado en la autoeficacia respecto a una tarea motriz. En V Congreso Nacional de Psicología de la Actividad Física y el Deporte. (pp. 212-220). Valencia: Universitat de València.
• Hall, C., Moore, J. Annett, J. y Rodgers, W. (1997). Recalling demonstrated and guided movements using imaginary and verbal rehearsal strategies. Research Quarterly for Exercise and Sport, 68 (2), 136- 144.
• McCullagh, P. (1986). A model status as a determinant of attention in observational learning and performance. Journal of Sport Psychology, 8, 319-331
• McCullagh, P. y Weiss, M. (2001). Modeling. Considerations for motor skill performance and psychological responses. En: R. Singer, H. A. Hausenblas y C. M. Janelle, (eds) Handbook of Sport Psychology, (pp. 205-238), Nueva York: Wiley & Sons.
• McCullagh, P., Stiehl, J. y Weiss, M. R. (1990). Developmental modeling effects on the quantitative and qualitative aspects of motor performance. Research Quarterly for Exercise and Sport, 61 (4), 344-350.
• Meaney, K. (1994). Developmental modeling effects on the acquisition, retention, and transfer of a novel motor task. Research Quarterly for Exercise and Sport, 65 (1), 31-39.
• Meaney, K. S. y Edwards, R. (1996). Enseñanzas en un gimnasio: an investigation of modeling and verbal rehearsal on the motor performance of hispanic limited english proficient children. Research Quarterly for Exercise and Sport, 67 (1), 44-51.
• Peña del Agua, A. (1994). La importancia de los tratamientos en la reducción de los miedos y las fobias infantiles. Revista de Psicología General y Aplicada, 47 (3), 321-331.
• Rivadeneyra, M. L. y Sicilia, A. (1995) Motivación como elemento optimizador del control y aprendizaje motor, en: Ambits específics dels esports i l’educació física. Segón Congrés de les Ciènces de l’esport, l’educació física i la recreació de l’INEFC, Vol. 2, (pp. 573-580). Lleida: INEFC
• Schunk, D. H., y Hanson, A. R. (1989). Influence of peer-model attributes on children’s beliefs and learning. Journal of Educational Psychology, 81, 431-434.
• Schunk, D. H., Hanson, A. R. y Cox, P. D. (1987). Peer-model attributes and children’s achievement behaviours. Journal of Educational Psychology, 79, 54-61.
• Scully, D. M. y Newell, K. M. (1985). Observational learning and the acquisition of motor skills: toward a visual perception perspective. Journal of Human Movement Studies, 12, 169-187.
• Sheffield, F. N. (1961). Theoretical considerations in the learning of complex sequential tasks from demonstrations and practice. En A. A. Lumsdaine (ed), Student response in programmed instruction (pp. 13-32). Washington, D.C.: National Academic of SciencesNational Research Council.
• Thomas, J. R (1980). Acquisition of motor skills: information processing differences between children and adults. Research Quarterly for Exercise and Sport, 51, 158-173.
• Thomas, J. R. (1992). Jerry R. Thomas. En: C. R. Snyder y B. Abernethy, The creative side of Experimentation. Personal perspectives from leading researchers in motor control, motor development and sport psychology. (pp. 135-153). Champaign, IL: Human Kinetics.
• Thomas, J. R., Pierce, C. y Rids, S. (1977). Age differences in children’s ability to model motor behavior. Research Quarterly, 48, 592-597.
• Thomas, J. R. y Gallaguer, J. D. (1986). Memory development and skill acquisition. En V. Seefeldt (ed), Physical activity and well-being (pp. 127-139). Reston, VA: American Alliance for Health, Physical Education, Recreation and Dance.
• Weiss, M. R. (1983). Modeling and motor performance: a developmental perspective. Research Quarterly for Exercise and Sport, 54, 190-197
• Weiss, M. R. y Klint, K. A. (1987). “Show and tell” in the gymnasium: an investigation of developmental differences in modeling and verbal rehearsal of motor skills. Research Quarterly for Exercise and Sport, 63, 67-75.
• Weiss, M. R., Ebbeck, V. y Rose, D. J. (1992). “Show and tell” in the gymnasium revisited: developmental differences in modeling and verbal rehearsal effects on motor skill learning and performance. Research Quarterly for Exercise and Sport, 63 (3), 292-301.
• Weiss, M. R., McCullagh, P., Smith, A. y Berlant, A. R. (1998). Observational learning and the fearful child: influence of peer models on swimming skill performance and psychological responses. Research Quarterly Exercise and Sport, 69 (4), 380-394.
• Williams, J. G. (1987). Visual demonstration and movement production: effects of motoric mediation during observation of a model. Perceptual and Motor Skills, 65, 825-826.
• Williams, J. G. (1993). Motoric modeling: theory and research. Journal of Human Movement Studies, 24, 237-279.
• Yando, R., Seitz, V. y Zigler, E. (1978). Imitation: a developmental perspective. London: Wiley.
• Zubiaur, M. y Gutiérrez, A. (2003). El miedo en el aprendizaje motor. Apunts. Educación Física y Deportes, 72, 21-26.