engleski

Acquisition of the Long Jump Skill Using Varying Feedback

The aim of this study was to examine the acquisition of the long jump skill in elementary school children using augmented feedback of varying type and frequency. Eighty-eight boys and girls aged (mean ± SD) 11 ± 0.5 years, without any prior experience in the long jump skill acquisition, were assigned to one of the four study groups: (1) the group receiving only verbal feedback on key errors, (2) the group receiving both verbal and video feedback on key errors, (3) the group receiving both verbal and video feedback on all errors, and (4) the group receiving no feedback. Before and after an 8-week training intervention, long jump distance and relevant kinematic variables were recorded. The results indicated that the group receiving both verbal and video feedback on all errors improved the most in terms of the long jump distance. Varying feedback influenced kinematic parameters differently, as there was no consistent change in the monitored kinematic variables across groups. It was concluded that when learning a complex motor skill in a typical Physical Education setting, elementary school children are likely to benefit the most when receiving frequent feedback (both verbal and using video analysis, focusing on all errors), in comparison with the situation in which they receive feedback reduced in the type (only verbal) and the frequency (focusing only on key errors).

bandwidth feedback ; kinematics ; knowledge of performance ; motor learning

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