Verbal Instruction for Correcting Errors Versus Such Instructions Plus Videotape Replay on Learning the Overhand Throw

Kernodle, Michael W.

doi:10.2466/pms.92.3.1039-1051

Cited by 6 publications

(4 citation statements)

References 17 publications

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“…Also, probably, when the demand for the right technique and difficulty of execution is high, it is more useful for young athletes to get information for both errors and their correction. Many researchers have suggested this, especially during learning (Kernodle & Carlton, 1992; Kernodle, Johnson, & Arnold, 2001). Liu (2001) asserted that different opportunities for feedback produce different effects dependent upon the goal specified.…”

Section: Resultsmentioning

confidence: 99%

Three Feedback Methods in Acquisition and Retention of Badminton Skills

Tzetzis

Votsis

2006

Percept Mot Skills

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Comparison of three different feedback methods using information about the correct execution of the technique, errors of execution, and a combination of these on the acquisition and retention of two badminton skills of different difficulty were examined. Participants were 48 young male athletes, 10 to 14 years of age, with 2 to 4 years of training. They were divided into three equal groups and instructed on the long forehand serve, a more difficult serve than the short backhand. The first group received instructions for correct execution, the second group received instructional cues on errors of execution, and the third group received instructions on errors and how to correct them. The training program lasted 12 practice units. There was a pretest, a posttest after the end of the 10-wk. training program, and 2 wk. later, a retention test. A three-way (2 difficulty x 3 groups x 3 measures) analysis of variance with repeated measures on the last factor was applied to analyze scores with the three practice methods of corrective feedback for the two badminton skills. Analysis showed the group receiving correct technique information had increased scores on both skills. The group receiving information on errors increased their scores on the less difficult skill. The group receiving information on errors and correct technique increased their scores on the more difficult skill. Physical education teachers or coaches teaching skills to young participants should consider difficulty of skills and use appropriate corrective feedback for better acquisition and retention of sport skills.

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Section: Resultsmentioning

confidence: 99%

Three Feedback Methods in Acquisition and Retention of Badminton Skills

Tzetzis

Votsis

2006

Percept Mot Skills

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“…In contrast, self-observation of older female beach volleyball athletes proved better for the improvement of beach volleyball technical skills (Zetou, Kourtesis, Getsiou, & Michalopoulou, 2008;Zetou, Vernadakis, Bebetsos, & Makraki, 2012). It has to be noticed that simultaneous verbal instructions, which direct the attention of athletes to six key points of the skills, are crucial (Kernodle, Johnson, & Arnold, 2001). Maleki, Shafie, Nia, Zarghami, and Neisi (2010) demonstrated that feedback with model observation and simultaneous provision of verbal instructions improved learning of the skill of handstand, while feedback without verbal instructions did not showed results in skill learning.…”

Section: Introductionmentioning

confidence: 99%

The effects of verbal and visual feedback on performance and learning freestyle swimming in novice swimmers

Giannousi

Kioumourtzoglou

2017

Kinesiology (Zagreb, Online)

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Abstract:The purpose of the present study was to investigate the effects of feedback on the freestyle swimming learning and performance of novice swimmers. Sixty male (M age =18.7, SD=1.82) first year students were randomly assigned into four groups: self-modeling, expert-modeling, verbal, and control group. The intervention program lasted for seven weeks. Participants were evaluated in 25m freestyle swimming, with a pool buoy between their legs and breathing every three hands through a pre-test, a post-test and a retention test. The result revealed that self-modeling group was the most effective, in comparison with the other types of feedback, in terms of improvement of the technique in novice swimmers. There were no differences between the groups in the speed performance of 25m freestyle swimming. Overall, the present study provides valuable evidence for the effects of self-modeling on performance in freestyle swimming, and encourages research to further explore such effects between different types of feedback in real training conditions.

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“…Similar results were obtained by Sadowski et al [21], who noted that providing feedback both on errors and how to improve performance was not as effective as providing feedback only on the correctness of performing a complex movement task. Conversely, Kernodle et al [18] claim that when a task is complex and difficult, it is advisable to provide feedback both on errors and on how to improve. Williams and Hodges [20], Tzetzis et al [10], and Wulf et al [15] also maintain that the simultaneous employment of prescriptive and descriptive feedback brings about better learning results.…”

Section: Discussionmentioning

confidence: 97%

“…Others stress the necessity of such research in order to develop guidelines for learning motor tasks at different levels of complexity [11,[18][19][20].…”

Section: Introductionmentioning

confidence: 98%

The effectiveness of different types of verbal feedback on learning complex movement tasks

Niźnikowski¹,

Sadowski²,

Mastalerz³

2018

Hum Mov.

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Purpose. The purpose of the study was to assess the effectiveness of different types of verbal feedback in the learning of a complex movement task. Methods. Twenty university students took part in a six-week training course learning how to correctly execute the vertical jump. The participants were randomly assigned to one of three groups: Group E&P received verbal feedback on errors made during movement execution and on how to improve, Group P obtained verbal feedback only when they correctly performed the task, and Group E was provided with verbal feedback only when an error was made. Performance was measured on three separate occasions, before the training course (pre-training), one day after (post-training) and seven days after completing the course (retention) by executing the vertical jump in front of three gymnastic judges who scored their performance on a scale of 1 to 10. Jump kinematics were also measured pre-training and post-training by recording landing force and flight time on a force platform. Results. Post-hoc comparison indicated that a significant improvement in performance was observed only in the group receiving verbal feedback on errors (E). Judges' scores received in post-training were significantly higher than those measured pre-training (10.3 %; p < 0.0003) and further increased to 14.4 % in the retention test (p < 0.0001). Judges' scores for the groups receiving verbal feedback on errors and correctness (E&P) and only correctness (P) improved insignificantly. Conclusions. Providing too much verbal feedback when learning the vertical jump turned out to be less effective than providing limited verbal feedback only when errors were made.

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Verbal Instruction for Correcting Errors Versus Such Instructions Plus Videotape Replay on Learning the Overhand Throw

Cited by 6 publications

References 17 publications

Three Feedback Methods in Acquisition and Retention of Badminton Skills

Three Feedback Methods in Acquisition and Retention of Badminton Skills

The effects of verbal and visual feedback on performance and learning freestyle swimming in novice swimmers

The effectiveness of different types of verbal feedback on learning complex movement tasks

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