Effect of augmented verbal and visual feedback on efficiency in skiing teaching

Abstract

The aims of this study were to analyse the effect of two feedback types as strategies in training ski teachers and to verify their effectiveness in the students’ learning. Thirty ski teachers participated in the study (average age=32.0±5.4 years; average experience in ski teaching=10.0±3 years). The teachers were divided into two experimental groups (group I: verbal feedback; group II: visual and verbal feedback) and one control group. Fifteen teaching trials were performed by each teacher, and a subsequent instructional supervision meeting was carried out in order to analyse quality of feedbacks delivered during the trial. A total of 180 high school students participated in the study as ski learners. During the instructional supervision meeting, the teachers were guided towards a previously established theoretical model of feedback used as the evaluation criterion. The ARIMA analysis of the time series showed changes in baseline teacher behaviour (group II came closer to the model established and concentrated better than group I; both experimental groups were better than the control group). The results of the analysis of variance for the comparison of students’ learning were also in the same direction: the students of group II teachers obtained better results than their peers of group I, and both experimental group’s students were better than those pertaining to the control group. We recommend using the criteria of the feedback model in order to achieve better quality of teacher training in skiing.

Effects of Combined Versus Singular Verbal or Haptic Feedback on Acquisition, Retention, Difficulty, and Competence Perceptions in Motor Learning

“…The greater improvement in student performances in the combined AF group aligns with the findings of Giannousi et al (2017), who concluded that combining visual and audio feedback was more effective than verbal feedback and traditional teaching when learning freestyle swimming for the first time. Moreover, Martinez et al (2016) demonstrated that immediate visual feedback provided through a portable computer, complemented, and enhanced the verbal feedback as a strategy for training ski instructors. As mentioned by Sigrist, Rauter, Riener, and Wolf (2013a), while visual feedback has the potential to teach complex movements, haptic feedback is suited for teaching temporal aspects of a specific movement.…”

“…Fredenburg , Lee, and Solmon (2001) have demonstrated that informational feedback is important in facilitating student engagement, fostering positive perceptions of ability, and ultimately, improving performance on challenging tasks. Recently, Martinez, Go´mez-Lo´pez, Femia, Mayorga-Vega, and Viciana (2016) established a model of relevant feedback criteria, including specificity, affectivity, direction, objective, positioning, channeling, timing, comprehension, and precision. Depending on how AF is delivered, it can contribute to building trust and healthy communication between teachers and students, both of which are essential factors in teaching-learning efficiency (Carpentier & Mageau, 2013;Jowett & Cockerill, 2003).…”

“…Depending on how AF is delivered, it can contribute to building trust and healthy communication between teachers and students, both of which are essential factors in teaching-learning efficiency (Carpentier & Mageau, 2013;Jowett & Cockerill, 2003). Studies investigating AF have focused on its verbal and visual forms (Carpentier & Mageau, 2013Giannousi et al, 2017;Martinez et al, 2016;Noor, Aman, Mustaffa, & Seong, 2010;Potdevin et al, 2018) and have concluded that verbal and visual AF are effective when used either separately or in combination. In the context of PE, Boizumault and Coge´rino (2015) and Jovanovic and Zdravkovic´(2017) demonstrated that teacher-student communications are partly nonverbal.…”

Difficulty Manipulation and Feedback Strategies on Performance During a Novel Fine Motor Coordination Task

“…Skilled movement is fundamental for success across many activities, however, the learning of such movements can be impacted by numerous conditions. Factors, such as amount of practice, type of feedback, practice schedule [1], specificity, positioning, and timing [2], are all vital in skill acquisition. However, it is perhaps more important to understand how to optimize learning, as well as identify factors associated with the acquisition and retention in motor learning [3].…”

Aprendizaje motor y feedback: una revisión de literatura

“…A su vez, la información que se le brinda al participante puede estar enfocada en los errores cometidos -resaltando un mal desempeño-o en los aciertos -basada en el buen desempeño- (16). Para este tipo de feedback, se ha encontrado que el feedback positivo (enfocado en aciertos) es más efectivo (16,36,37) Otra característica relevante del feedback, es el sentido involucrado para hacer llegar la información, entre ellos se encuentra el feedback visual (13)(14)(15)25), el feedback auditivo o verbal (15,38), el feedback táctil(15,39) y el biofeedback (7); o una mezcla de varios sentidos (15,40). El biofeedback es considerado un tipo de feedback aumentado que se origina de respuestas físicas al realizar diferentes tareas, como por ejemplo la frecuencia cardiaca, actividad muscular o cerebral y nivel de consumo de oxígeno (7).…”