Teaching novices the handstand: A practical approach of different sport-specific feedback concepts on movement learning

Jonas Rohleder*, Tobias Vogt

*この研究の対応する著者

研究成果: Article査読

5 被引用数 (Scopus)

抄録

Due to rare evidence-based implications for the application of augmented feedback in gymnastics teaching, this study investigated whether standardised tactile-verbal feedback vs. visual-comparative feedback short-term enhance novel gymnasts’ handstand postural performance and motor imagery. Twenty-six students (7 females, 19 males) were randomly assigned to the tactile-verbal feedback (age: 22.7 ± 3.9 years) or visual-comparative feedback (age: 21.9 ± 1.8 years) group (each n = 13), performing a pre-post designed experimental session of handstand trials. Conducting goniometric analyses for hip, shoulder and head position, feedback effects were monitored using video capture and a motion-doll. Shoulder positioning enhanced after receiving tactile-verbal feedback (p <. 01), whereas shoulder angle imagery enhanced following visual-comparative feedback (p <. 05). Furthermore, significant correlations between postural performance and motor imagery were found for head position after receiving tactile-verbal feedback (p <. 01), whereas hip angle postural performance and motor imagery correlated significantly following visual-comparative feedback (p <. 01). Tactile-verbal feedback and visual-comparative feedback effect several issues of motor learning in different manners; however, this is true even in a short-term approach. Thus, practical recommendations are suggested to consider combined feedback concepts to allow comprehensive handstand acquisition.

本文言語English
ページ(範囲)29-42
ページ数14
ジャーナルScience of Gymnastics Journal
10
1
出版ステータスPublished - 2018
外部発表はい

ASJC Scopus subject areas

  • 整形外科およびスポーツ医学
  • 教育
  • 理学療法、スポーツ療法とリハビリテーション

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