Characteristics

= __Characteristics__: =

Bandura identifies three different types of models:
 * Live Model- an actual person demonstrating a particular behavior
 * Symbolid Model- a person or character portrayed in a film, television show, book, etc.
 * Verbal Instructions- descriptions of how to behave without another human being present at all

** // During this session of modeling correct shooting form "live models" will be used. Live models are those that are physically in the presence of their students and will actually demonstrate the behavior. In this case the first live model will be their female coach who is a former basketball player, and can perform the behavior accurately. The second "live model" that will be used is a 7th grade girl who has almost mastered the skill. // **

**Characteristics of an Effective Model (described by Jeanne Ellis Ormrod):**


 * __The model is competent__:
 * In this case the first live model will be the female coach. She in this case is a competent model of correct "shooting form," as she is someone who can accurately perform the skill and was a former successful female basketball player. This is extremely important as the 7th grade girls are more likely to imitate someone who has the skill and is viewed as competent in the sport of basketball.
 * The second live model will be a 7th grade peer with similar abilities. This girl will be selected from the group and will be someone who is close to skill mastery but has not yet fully mastered the skill. This will be a very useful in helping these young athletes establish //"self-efficacy"// or their ability to understand that they have the ability to perform correct shooting form. This will help those peers imitating the model establish a sense of their ability and chances of completing the behavior.


 * __The model has prestige and power__:
 * The first live model, the female coach has established power within the group. She is someone that the 7th grade girls may even look up to as a role model. This is someone that they would want to model.
 * The second model, the 7th grade peer athlete is someone who is of similar ability to the rest of the group. Although this player has not quite mastered the skill it is someone who has established a sense of leadership within the group, a girl that others would most likely want to model.


 * __The model behaves in stereotypical "gender-appropriate" ways__:
 * In this case it is important that the model is a "female" coach. These 7th grade girls up to this point have probably seen male athletes perform this behavior effectively, but have rarely if ever had a female demonstrate the skill. This will help the 7th grade girls recognize that these behaviors are also consistent with female behaviors and not just male behaviors.


 * __The model's behavior is relevant to the observer's situation__:
 * The first model, the female coach is relevant to the 7th grade girls behaviors as she is someone who has demonstrated athletic success in basketball throughout her basketball career. This helps the girls modeling the behavior identify with the success they may have in the future if the skill is learned.
 * The second model, the 7th grade peer is relevant to the other 7th grade girls behaviors as she is someone who is in a nearly identical circumstances to them. She is also someone who enjoys playing basketball and values the skills that will help make her team better.


 * Are these characteristics consisted with what other authors emphasize?**

To compare these principles to those of other authors, we reviewed the article, //"Observing the Observer: Self-Regulation in the Observational Learning of Motor Skills."// In this article, Dr. Ferrari aims to show how two types of observation, observation of a model, and self observation, relate to motor learning and performance. He examines the factors governing observation of the modeled performance which includes three moderators of observational learning: the properties of the model, the nature of the task and observer determinants. He also stresses that deliberate self-regulation assures a more efficient and affective learning of the information provided by the model. (Ferrari, 204)

Ferrari states that, "Some of the major influences on observational learning include: (1) the properties of the model (e.g., level of skill, social status, etc.); (2) the nature of the task (e.g., its familiarity, salience, complexity, functional value, etc.); and (3) observer determinants, including, self-regulation of learning, self efficacy beliefs, comprehension of the demonstration, and feedback (mediated by level of expertise), all of which influence how modeling affects skill acquisition and performance. (Ferrari, 208)

In terms of determining affective models, Ferrari cites that "a model's level of expertise relative to the observer has been shown to influence observational learning" and that Bandura has advocated using expert models so that observers will have a better example when reconstructing a representation. He also, however, cites that Adams has advocated using novice models, explaining that learners construct representations by observing how models adjust to errors during problem solving. (Ferrari, 208) Both of these viewpoints, however, are still based on of the main characteristics of an effective model, that the model is competent. Meaning, that even if the model is a novice, they still have somewhat of an ability to demonstrate the behavior with skill. He goes on to say that "studies that have specifically compared the benefits of using expert and novice models have produced equivocal results." Some studies found no diference between them, and others have found huge differences, which he suggests is most likely related to the type of task involved in those studies. (Ferrari, 209)