Functions of Observational Learning

RM 207

Visual cues are an efficient means of conveying information, typically more efficient than verbal cues. This is evident when learning new skills or enhancing skill performance as it is common practice to observe a model in an effort to obtain the requisite knowledge to reproduce the action. When this occurs, the learner is engaged in ‘observational learning’ (OL). OL is recognized as a powerful method of transmitting beliefs, attitudes, thoughts, and behaviors (Bandura, 1986). Cumming and colleagues (2005) developed a Functions of Observational Learning Questionnaire (FOLQ) in which they identified three reason for which athletes use observation: (a) skill, (b) strategy, and (c) performance. However, research to date has not investigated how athletes with disabilities use observation and whether it differs from able bodied athletes. Thus, a goal of the proposed research is to examine and quantify the functions of observational learning in sport participants with physical disabilities. Additionally, we will examine the effects of moderating variables on the functions of OL; that is, if gender, level of sport competition, type of physical disability, and sport type impact the amount or type of OL that one engages in. Participants will complete the 17-item FOLQ. We hypothesize that athletes in the area of disability sports will use all three functions of observation however, this is an exploratory study and thus specific hypothesis have not been made regarding which function will be most dominant. Preliminary results will be presented and a discussion on limitations, practical applications, and future directions will be included.