Precise verbal feedback may speed the attainment of standing long jump accuracy in women
Abstract
The purpose of this study was to determine whether the precision of verbal feedback affected the accuracy of standing long jump performance. Sixty-eight female participants (M age = 21.44 ± 1.01) were randomly assigned to two experimental groups. In total, each subject performed 9 jumps at three distances, i.e. 50 cm (3 trials), 75 cm (3 trials) and 100 cm (3 trials). Each group performed jumps in a reverse order. During the tasks, the study participants received verbal feedback at different levels of precision (no feedback; information that the jump was 'too far', 'too close' or 'correct'; information about the distance in centimetres). The results of statistical analysis indicated that the speed of changes in jump accuracy depended on the precision of verbal feedback. The difference between an actual jump result and a target result increased proportionally with jump length. With a large number of trials, verbal feedback accuracy does not affect the precision of women's long jump performance significantly. However, when high accuracy of task performance needs to be obtained quickly, feedback ought to define the exact difference between a target result and an actual jump result. The current findings also indicate that providing no feedback does not contribute to improving motor task performance accuracy.
Keywords: auditory feedback, performance, knowledge of results, motor skills
References
Abdollahipour, R., & Psotta, R. (2017). is an external focus of attention more beneficial than an internal focus to ball catching in children? Kinesiology, 49(2), 19-20.
Andreacci, J.L., Robertson, R.J., Goss, F.L., Randall, C.R., Tessmer, K.A., Nagle, E.F., & Gallagher, K.A. (2004). Frequency of verbal encouragement effects sub-maximal exertional perceptions during exercise testing in young adult woman. International Journal of Sport Psychology, 35, 267-283.
Ávila, L.T., Chiviacowsky, S., Wulf, G., & Lewthwaite, R. (2012). Positive social-comparative feedback enhances motor learning in children. Psychology of Sport and Exercise, 13(6), 849-853.
Barros, J.A., Florendo, L., & Le, Y. (2014). Auditory biofeedback decreases jump performance in figure skaters. Brazilian Journal of Motor Behavior, 8(1).
Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155-159.
Cutton, D.M., & Landin, D. (2001). The effects of a cognitive learning strategy and augmented feedback on learning the tennis forehand. Journal of Sport Pedagogy, 7, 16-35.
Doyon, J., Bellec, P., Amsel, R., Penhune, V., Monchi, O., Carrier, J., ... & Benali, H. (2009). Contributions of the basal ganglia and functionally related brain structures to motor learning. Behavioural Brain Research, 199(1), 61-75.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Hutchinson, J.C., Sherman, T., Davis, L., Cawthon, D., Reeder, N.B., & Tenenbaum, G. (2011). The influence of asynchronous motivational music on a supramaximal exercise bout. International Journal of Sport Psychology, 42(2), 135-148.
Huynh, H., & Feldt, L. (1970). Conditions under which mean square ratios in repeated measurement design have exact F-distributions. Journal of American Statistical Association, 65, 1582-1589.
James, E.G. (2012). Body movement instructions facilitate synergy level motor learning, retention and transfer. Neuroscience Letters, 522(2), 162-166.
Landin, D. (1994). The role of verbal cues in skill learning. Quest, 46(3), 299-313.
Lee, A.M., Keh, N.C., & Magill, R.A. (1993). Instructional effects of teacher feedback in physical education. Journal of Teaching in Physical Education, 12, 228-228.
Liu, T., & Jensen, J.L. (2009). Effectiveness of auditory and visual sensory feedback for children when learning a continuous motor task. Perceptual and Motor Skills, 109(3), 804-816.
Magill, R.A. (1993). Modeling and verbal feedback influences on skill learning. International Journal of Sport Psychology, 24(4), 358-369.
Magill R.A. (2000). Motor Learning. Concepts and Applications. New York: McGraw-Hill.
Masser, L.S. (1993). Critical cues help first-grade students' achievement in handstands and forward rolls. Journal of Teaching in Physical Education, 12, 301-312.
Maxwell, J.P., Masters, R.S.W., Kerr, E., & Weedon, E. (2001). The implicit benefit of learning without errors. The Quarterly Journal of Experimental Psychology: Section A, 54(4), 1049-1068.
Mori, S., Ohtani, Y., & Imanaka, K. (2002). Reaction times and anticipatory skills of karate athletes. Human Movement Science, 21(2), 213-230.
Munzert, J., Maurer, H., & Reiser, M. (2014). Verbal-motor attention-focusing instructions influence kinematics and performance on a golf-putting task. Journal of Motor Behavior, 46(5), 309-318.
Palmer, K., Chiviacowsky, S., & Wulf, G. (2016). Enhanced expectancies facilitate golf putting. Psychology of Sport and Exercise, 22, 229-232.
Patterson, J.T., & Carter, M. (2010). Learner regulated knowledge of results during the acquisition of multiple timing goals. Human Movement Science, 29(2), 214-227.
Porte, M.C., Xeroulis, G., Reznick, R.K., & Dubrowski, A. (2007). Verbal feedback from an expert is more effective than self-accessed feedback about motion efficiency in learning new surgical skills. The American Journal of Surgery, 193(1), 105-110.
Porter, J.M., Ostrowski, E.J., Nolan, R.P., & Wu, W.F. (2010). Standing long-jump performance is enhanced when using an external focus of attention. The Journal of Strength & Conditioning Research, 24(7), 1746-1750.
Proffitt, D.R., Stefanucci, J., Banton, T., & Epstein, W. (2003). The role of effort in perceiving distance. Psychological Science, 14(2), 106-112.
Saemi, E., Porter, J.M., Ghotbi-Varzaneh, A., Zarghami, M., & Maleki, F. (2012). Knowledge of results after relatively good trials enhances self-efficacy and motor learning. Psychology of Sport and Exercise, 13(4), 378-382.
Schmidt R.A., Lee T.D. (2005). Motor control and learning: a behavioral emphasis. Champaign, IL: Human Kinetics.
Sigrist, R., Rauter, G., Riener, R., & Wolf, P. (2013). Augmented visual, auditory, haptic, and multimodal feedback in motor learning: A review. Psychonomic Bulletin & Review, 20(1), 21-53.
Simon, D.A., & Bjork, R.A. (2002). Models of performance in learning multisegment movement tasks: consequences for acquisition, retention, and judgments of learning. Journal of Experimental Psychology: Applied, 8(4), 222-232.
Tzetzis, G., Votsis, E., & Kourtessis, T. (2008). The effect of different corrective feedback methods on the outcome and self-confidence of young athletes. Journal of Sports Science and Medicine, 7(3), 371-378.
Viguier, A., Clément, G., & Trotter, Y. (2001). Distance perception within near visual space. Perception, 30(1), 115-124.
Welling, W., Benjaminse, A., Gokeler, A., & Otten, B. (2016). Enhanced retention of drop vertical jump landing technique: A randomized controlled trial. Human Movement Science, 45, 84-95.
Witt, J.K., & Proffitt, D.R. (2008). Action-specific influences on distance perception: a role for motor simulation. Journal of Experimental Psychology: Human Perception and Performance, 34(6), 1479-1492.
Wu, W.F., Porter, J.M., & Brown, L.E. (2012). Effect of attentional focus strategies on peak force and performance in the standing long jump. The Journal of Strength & Conditioning Research, 26(5), 1226-1231.
Wulf, G., McConnel, N., Gärtner, M., & Schwarz, A. (2002). Enhancing the learning of sport skills through external-focus feedback. Journal of Motor Behavior, 34(2), 171-182.
Wulf, G., & Toole, T. (1999). Physical assistance devices in complex motor skill learning: benefits of a self-controlled practice schedule. Research Quarterly for Exercise and Sport, 70, 265-272.
Zalech M., & Bujak Z. (2017). Precision of verbal feedback affects accuracy of motor skill performance. The Journal of Sports Medicine and Physical Fitness. Feb 08. doi: 10.23736/S0022-4707.17.06749-4
Zatoń, K., & Szczepan, S. (2014). The impact of immediate verbal feedback on the improvement of swimming technique. Journal of Human Kinetics, 41(1), 143-154.
Zeng, H.Z., Leung, R.W., & Hipscher, M. (2010). An examination of teaching behaviors and learning activities in physical education class settings taught by three different levels of teachers. Journal of Social Sciences, 6(1), 18-28.
Zentgraf, K., & Munzert, J. (2009). Effects of attentional-focus instructions on movement kinematics. Psychology of Sport and Exercise, 10(5), 520-525.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Kinesiology
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
At Faculty of Kinesiology we recognize that access to quality research is vital to the scientific community and beyond. Kinesiology is non-profit journal and all costs of publishing and peer review process are covered by the publisher itself or other funding sources like Ministry of Science and Education of the Republic of Croatia. Full text papers are also available free of charge at http://hrcak.srce.hr/kineziologija. There are no restrictions on self archiving of any form of paper (preprint, postprint and publisher's version).
Articles are distributed under the terms of the CC BY - NC 4.0
Kinesiology does not charge any fees to authors to submit or publish articles in our journal.
