The aim of the study was to evaluate the effects of the dry-land power training on swimming force, swimming performance and strength in youth swimmers. Twenty six male swimmers, free from injuries and training regularly at least 6 times a week, were enrolled in the study and randomly assigned to one of two groups: experimental (n=14, mean age 14.0 ± 0.5 yrs, mean height 1.67±0.08 m and mean body mass 55.71 ±9.55 kg) and control (n=12, mean age 14.1 ± 0.5 yrs, mean height 1.61±0.11 m and mean body mass 49.07 ±8.25 kg). The experimental group took part in a combined swimming and dry-land power training. The control group took part in swimming training only. The training programmes in water included a dominant aerobic work in front crawl. In this research the experimental group tended to present slightly greater improvements in sprint performance. However, the stroke frequency insignificantly decreased (−4.30%, p>0.05) in the experimental group and increased (6.28%, p>0.05) in the control group. The distance per stroke insignificantly increased in the experimental group (5.98%, p>0.05) and insignificantly decreased in the control group (−5.36%, p>0.05). A significant improvement of tethered swimming force for the experimental group (9.64%, p<0.02) was found, whereas the increase was not statistically significant in the control group (2.86%, p>0.05). The main data cannot clearly state that power training allowed an enhancement in swimming performance, although a tendency to improve swimming performance in tethered swimming was noticed.
The penalty kick is of great importance in the sport of soccer. Therefore, the aim of this study was to test predictions of the OPTIMAL theory and identify key attentional and motivational factors that impact the accuracy of the penalty kick. The following six groups of moderately skilled participants performed penalty kicks following instructions that directed their focus of attention or impacted their autonomy support: external focus with autonomy support (EF/AS), external focus alone (EF), internal focus with autonomy support (IF/AS), internal focus alone (IF), autonomy support alone (AS) and control (C) groups. The analysis showed that the EF/AS group demonstrated better kicking accuracy relatively to the IF/AS, IF and C groups, but there were no significant differences between the EF/AS and EF or AS groups. Interestingly, the EF/AS group showed higher self-efficacy compared to the EF, IF/AS, IF and C groups. The finding suggest that a combination of attentional and motivational factors may produce benefits in motor performance.
The aim of this study was to examine the effects of two different frequencies of feedback during the process of learning a complex gymnastic skill, the round-off salto backward tucked. Thirty male acrobats participated in the study. They were randomly assigned to two groups: B - bandwidth feedback (n=15) or C - 100% feedback (n=15). Group B was provided with error information regarding the key elements of movement techniques only (bandwidth feedback). Our research demonstrates the advantage of augmented feedback information related to errors in the key elements. Information about errors in the key elements during learning a complex gymnastic skill prevents the gymnast from becoming overwhelmed, which promotes better motor control. These results provide support for the generalisation of bandwidth feedback principles to a complex task. Our research shows that the guidance hypothesis can also be tested in practical settings for a complex movement task.
The Effects of Different Types of Verbal Feedback on Learning a Complex Movement TaskIntroduction. 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.
BackgroundThe aim of the research was an evaluation of 2 training programs covering the same standard physical activity in the initial stage (warm-up) and the main (motor exercises) as well as a separate end part in Program A of stretching and in Programme B of vibration training designed to improve the level of body balance.Material/MethodsWe tested 40 randomly chosen students of the Academy of Physical Education and Sport in Gdansk, subsequently divided into two 20-person groups: C (average age 21.3±1.2), and E (average age 21.8±1.1). The training of body balance was conducted for 8 weeks: we used in Group C Program A and in group E Program B. The evaluation of body balance was done 3 times: at the beginning, at midway point, and at the end of the experiment. The stabilographic tests with posture-graphical method and the task of 1-leg balance standing with eyes closed was used.ResultsIt was found that in the first examination both groups did not significantly differ in terms of the tested parameters of balance. During the training process we obtained increased time of maintaining balance on 1 leg. This difference was significant between tests 1 and 2 both for Group C (p=0.0002) and for E (p=0.0034), while between the tests 2 and 3 in Group E (p=0.0213) only.ConclusionsThe training Program B is more effective to maintain balance on 1 leg when compared to Program A.
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