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2011 | 18 | 4 | 308-310

Article title

The Effects of Different Types of Verbal Feedback on Learning a Complex Movement Task

Content

Title variants

Languages of publication

EN

Abstracts

EN
Introduction. The aim of the study was to assess the efficiency of learning complex movement tasks with the use of different types of verbal feedback. Material and methods. Thirteen students randomly assigned to two groups (E&P=7; P=6) took part in the study. Results. In learning a movement task verbal information on errors and correctness (E&P) was more efficient than verbal information on correctness (P). Conclusion. At early stages too much information hinders the process of learning.

Keywords

Publisher

Year

Volume

18

Issue

4

Pages

308-310

Physical description

Dates

published
1 - 12 - 2011
online
1 - 3 - 2012

Contributors

  • Faculty of Physical Education and Sport in Biała Podlaska, Department of Athletics, The Josef Pilsudski University of Physical Education in Warsaw
  • Department of Biomechanics and Computer Sciences, The Josef Pilsudski University of Physical Education in Warsaw
  • Department of Gymnastics, The Josef Pilsudski University of Physical Education in Warsaw
  • Department of Gymnastics, The Josef Pilsudski University of Physical Education in Warsaw
  • Department of Games and Movement Activities, The Josef Pilsudski University of Physical Education in Warsaw
author
  • Department of Games and Movement Activities, The Josef Pilsudski University of Physical Education in Warsaw

References

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  • Hughes, M. & Franks I. M. (1997). Notational analysis in sport. London: E & FN Spon.
  • Laguna, P. (2008). Task complexity and sources of task-related information during the observational learning process. J. Sports Sci. 26, 1097-1113.[Crossref][WoS]
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  • Silverman, S. (1994). Communication and motor skill learning: What we learn from research in the gymnasium. Quest 46, 345-355.
  • Franks, I. M. (1997). The use of feedback by coaches and players. In T. Reilly, J. Bangsbo & M. Hughes (Eds.), Science and football III (pp. 267-278). London: E & FN Spon.
  • Sanchez, X. & Bampouras M. T. (2006). Augmented feedback over a short period of time: Does it improve netball goal-shooting performance? Int. J. Sport Psychol. 37, 349-358.
  • Kernodle, M. W. & Carlton L. G. (1992). Information feedback and the learning of multiple-degree-of-freedom activities. J. Motor Behav. 24, 187-196.[Crossref]
  • Bandura, A. (1997). Self-efficacy: The exercise of control. Am. J. Health Promo. 12, 8-12.
  • Scheeler, M. C. & Lee D. L. (2002). Using technology to deliver immediate corrective feedback to preservice teachers. J. Behav. Educ. 1, 231-241.
  • Newell, K. M. & Walter C. B. (1981). Kinematic and kinetic parameters as information feedback in motor skill acquisition. J. Hum. Mov. Stud. 7, 235-254.
  • Lee, M. A., Keh C. N. & Magill A. R. (1993). Instructional effects of teacher feedback in physical education. J. Teach. Phys. Educ. 12, 228-243.
  • Landin, D. (1996). The role of verbal cues in skill learning. Quest 46, 299-313.
  • Kernodle, M. W., Johnson R. & Arnold D. R. (2001). Verbal instruction for correcting errors versus such instructions plus videotape replay on learning the overhead throw. Percept. Mot. Skills 92, 1039-1051.
  • Scheeler, M. C., Ruhl K. & McAfee J. (2004). Providing performance feedback to teachers: A review. Teach. Educ. Spec. Educ. 27(4), 396-407.
  • Tzetzis, G. & Votsis E. (2006). Three feedback methods in acquisition and retention of badminton skills. Percept. Mot. Skills 102, 275-284.[PubMed]
  • Williams, A. M. & Hodges J. N. (2005). Practice, instruction and skill acquisition in soccer: Challenging tradition. J. Sports Sci. 23(6), 637-650.[Crossref]

Document Type

Publication order reference

Identifiers

YADDA identifier

bwmeta1.element.-psjd-doi-10_2478_v10197-011-0026-2
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