Verbal and Visual Teaching Cues for Tennis

Konukman, Ferman; Petrakis, Elizabeth

doi:10.1080/07303084.2001.10605850

Cited by 9 publications

(7 citation statements)

References 7 publications

(5 reference statements)

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“…Physical education teachers must give information about their performance as augmented (external feedback) such as teachers, peers or video tapes. Thus students can see whether they have accomplished this skill by relating the feedback to the critical elements of the movement (Konukman & Petrakis, 2001).…”

Section: Providing Prompt Feedbackmentioning

confidence: 99%

Teaching Online Physical Education: The Art of Connection in the Digital Classroom

Beard

Konukman

2020

Journal of Physical Education, Recreation & Dance

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Section: Providing Prompt Feedbackmentioning

confidence: 99%

Teaching Online Physical Education: The Art of Connection in the Digital Classroom

Beard

Konukman

2020

Journal of Physical Education, Recreation & Dance

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“…Therefore, teachers must give them information about their performance as augmented (external feedback) such as teachers, peers, video tapes. Thus, students can see whether they have accomplished this skill by relating the feedback to the critical elements of the movement (Konukman & Petrakis 2001). According to the mentioned, one of the purposes of the present study was to examine whether feedback on more accurate performance would benefit motor learning in the longer periods of practice, relative to feedback on less accurate performance.…”

Section: Introductionmentioning

confidence: 98%

Effects of knowledge of results feedback on more accurate versus less accurate trials on intrinsic motivation, self-confidence and anxiety in volleyball serve

Afrouzeh

Konukman

Lotfinejad

et al. 2020

Physical Culture and Sport. Studies and Research

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Feedback has been shown to influence the extent and rate of learning. The purpose of this research was to investigate the effects of Knowledge of Results (KR) on more accurate trials versus KR on less accurate trials on intrinsic motivation, self-confidence and anxiety changes. Participants were 60 female students with a mean age of 16 years (SD = 0.4). Participants practiced volleyball serve task in 4 session (each session included 6 blocks and each block included 6 trials) that subjects received feedback on 3 trials out of 6 trials at the completion of each 6-trial block. While one group was provided KR about the accuracy of the 3 best serves in each block, another group was given KR about the 3 poorest serves. Participants completed the intrinsic motivation inventory and the Competitive State Anxiety Inventory-2 (CSAI-2) twice as pre-test and post-test. Both groups increased their service scores across practice blocks. On the retention test without KR, which was performed seven day after the practice phase, the more accurate trials group had higher accuracy scores than the less accurate trials group. The present findings demonstrated that feedback after relatively accurate as opposed to inaccurate trials enhanced learner’s perceived competence whereas KR on less accurate trials decreased. In addition, results demonstrated that feedback after relatively accurate as opposed to inaccurate trials enhanced learner’s perceived competence whereas KR on less accurate trials decreased.

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“…Por ello, es necesario establecer los mejores y más variados canales comunicativos entre los entrenadores y los jugadores, de manera que se permita mejorar el rendimiento deportivo (Sánchez, 1992;Konukman & Petrakis, 2001;Prusak & Vicent, 2005). El entrenador debe adquirir conocimientos psicopedagógicos y organizativos, desarrollar habilidades de tipo comunicativo, sociales y de liderazgo (Zeigler, 1981;Delgado, 1995).…”

Section: Introductionunclassified

Elementos comunicativos en entrenadores de baloncesto en diferentes categorías. Un estudio de casos. (Communicative elements among basketball coaches in different categories. A case study)

Gutiérrez¹,

Mohamed²,

Yousfi³

et al. 2011

CCD

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ResumenLos procesos de comunicación conscientes en el deporte mejoran el aprendizaje de los jugadores, en este sentido la labor del entrenador en baloncesto es primordial. El presente estudio indaga en los elementos de comunicación referidos a disposición espacial, agrupamiento en la información y período de la temporada. Estudiamos a tres entrenadores de baloncesto en diferentes categorías (ACB, LEB y EBA). Los instrumentos y la técnica utilizada son cámaras de vídeo y observaciones sistemáticas con triangulación de observadores. Los resultados indicaron que el equipo de superior categoría (ACB) era el que más información transmitía (36,5%; n=1.052). En general, el uso del espacio medio (45,2%), la transmisión de información a nivel colectivo (67,2%) y las instrucciones en la semana previa a competiciones eliminatorias (en torno al 35%) ofrecían los valores más altos. La categoría con menor nivel (EBA) indicó la necesidad de un mayor aprendizaje técnico-táctico, repercutiendo en un mayor uso del espacio cercano por parte del técnico; todos emplean mayoritariamente la información grupal como modo de comunicación, siendo el espacio medio el más utilizado.Palabras clave: elementos comunicativos, proxemia, entrenador, baloncesto. AbstractThe processes of conscious communication in sport improve players´ learning; thus, the job of the basketball coach is paramount. The present study investigates the communication elements referred to as space arrangements, grouping information, and period of the season. We studied three basketball coaches in different categories (ACB, LEB and EBA). The instruments and the technique used were video cameras and systematic observations by means of triangulation. The results indicated that the team in the highest category (ACB) was the one that transmitted the most information (36.5%; n=1052). In general, the use of half the space (45.2%), the transmission of information to the group (67.2%), and instructions in the week before eliminatory competitions (around 35%) offered the highest values. The lowest-level category (EBA) indicated the need for greater technical and tactical learning, which resulted in a greater use of space near the coach; all employed mostly group information as the mode of communication, with half the space being the most used.

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Verbal and Visual Teaching Cues for Tennis

Cited by 9 publications

References 7 publications

Teaching Online Physical Education: The Art of Connection in the Digital Classroom

Teaching Online Physical Education: The Art of Connection in the Digital Classroom

Effects of knowledge of results feedback on more accurate versus less accurate trials on intrinsic motivation, self-confidence and anxiety in volleyball serve

Elementos comunicativos en entrenadores de baloncesto en diferentes categorías. Un estudio de casos. (Communicative elements among basketball coaches in different categories. A case study)

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