Tae-Bouan Aerobics

At the beginning of the session, I was suitable to follow the one-step moves with ease. Once I well-behaved them, the two-step and the three-step moves felt fairly natural, even though my bole was aching and tiring. Very often, I bring myself moving my look back and forth from the television to my arms in put in to ensure that my performance of the exercise was accu commit. I also found it helpful to attend to his literal instructions that enabled me to hone my deliverance of the moves.

In spite of my positive experience with the Tae-bo exercise video, I did encounter a limited number of obstacles. One of the obstacles was related to to selective knowledge. As described by Sherif and Cantrill, selective perception allows us to screen out unwanted stimuli that do not help us in performing the task (in Petty, Ostrom and Brock 11). However, since I was tuition the exercise for the first time, I was not able to attend to the Billy Blank's modeling of the moves at all times. I was sometimes distracted by the irrelevant movements of the students in the video. At other times, I was distracted by sounds in my declare environment. There were also instances when I found it hard to reenforcement up with the exercise because of my physical limitations. For example, when Blanks increased the speed of the words of the exercise, I was not able to maintain the same rate as the rest of the students.

ing that outgo described my learning experience with the Tae-bo tape is observational learning. By using the video, I was expected to watch Blanks model the exercise, mentally encode and rehearse the exercise in my mind and wherefore execute the exercise (Janelle, Champenoy, Coombes and Mousseau 825).

My ability to pay concern to his demonstration, adjudge it my head and then apply it is an integral part of my learning process. Furthermore, my learning process was also enhanced not only by the visual component of the instruction, but also verbal cueing (Janelle et al. 825). Through his verbal instructions, Blanks highlighted the important aspects of the exercise and helped me to focus my attention on them.

Janelle, Christopher M., Champenoy, Jamy D., Coombes, Stephen A. and Mousseau, Melanie M. "Mechanisms of Attentional Cueing During Observation Learning to Facilitate push Skill Acquisition." Journal of Sports Sciences 21.10 (2003): 825-838.

In conclusion, my experience with learning how to do Tae-bo has increased my confidence about my ability to perform aerobics-oriented exercises. My timidity and inhibitions of attending an aerobics class have thus been eliminated. eventide more importantly, I have a greater sense of taste of the various faculties that are involved in the learning of a new skill. For instance, learning how to do Tae-bo through the video involves a combination of visual, auditory and
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