Mr. Weiss et al., Observational learning and the fearful child: Influence of peer models on swimming skill performance and psychological responses, RES Q EXERC, 69(4), 1998, pp. 380-394
Tills study examined the role of peer mastery and coping models on children
's swimming skills, fen and self-efficacy. Children (N = 24; M age = 6.2 ye
ars), who were identified;ed fearful of the water; were matched to control,
peer-mastery, or peer-coping model conditions. Day I included a postinterv
ention assessment, Days 2-4 included exposure to model conditions followed
by a 20-min swimming lesson, Day 5 consisted of postintervention assessment
s, and a follow-up, lest was conducted 4 clays Inter: Data were analyzed in
a series of 3 x 3 (Model Type x Assessment Period) repeated measures analy
ses of variance on the dependent variables. Results revealed differences be
tween modeling and control groups at postintervention and follow-up, but th
e small sample size and large within-group, variability compromised many st
atistically significant findings. Calculation of effect sizes indicated mod
erate-to-large pre- to postintervention differences between control and mod
eling groups on skill, self-efficacy, and fear of swimming. These findings
suggest that a modeling intervention combined with swimming lessons is a mo
re effective behavior change agent for fearful children than swimming lesso
ns alone.