Original scientific paper
https://doi.org/10.15516/cje.v23i1.3994
Acquisition of the Long Jump Skill Using Varying Feedback
Aleksandar Puklavec
orcid.org/0000-0001-6377-7659
; Elementary School Nedelišće Trg Republike 9, 40305 Nedelišće, Croatia
Ljubomir Antekolović
orcid.org/0000-0002-9614-9138
; Faculty of Kinesiology University of Zagreb Horvaćanski zavoj 15, 10110 Zagreb, Croatia
Pavle Mikulić
; Faculty of Kinesiology University of Zagreb Horvaćanski zavoj 15, 10110 Zagreb, Croatia
Abstract
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).
Keywords
bandwidth feedback; kinematics; knowledge of performance; motor learning
Hrčak ID:
256410
URI
Publication date:
23.3.2021.
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