Visual and Kinaesthetic Instructional Cues and Deaf People's Motor Learning

How can instructions and feedback with external focus be shaped to enhance motor learning in children? A systematic review

“…Of the excluded studies, 24 investigated effectiveness of instructions and feedback with EF in children's functional gross motor learning in comparison with an IF and/or no instructions or feedback, without distinction in frequency, timing or form between groups [27][28][29][30][49][50][51][52][53][54][55][56][57][58][59][60][61][62][63][64][65][66][67][68]. Of the studies that distinguished in frequency, timing or form between groups, eight used an IF [69][70][71][72][73][74][75][76]. One study was excluded because its control group also used reduced instead of continuous frequency [77] (S2 File: overview of the excluded studies that nearly met inclusion criteria).…”

Instructional Cues in Futsal Teaching, Coaching and Matches

“… Kick/score and hit/shoot, for the student to kick the ball to the goal;  Dominate/control and hold/hold the ball, for the student to maintain the possession of the ball;  Press, decreases, near, closes, tackle/block and pull over, for the student to block the ball line or reduce the space between him/her and the attacker opponent in order to prevent a shooting or passing;  Open and appears, for the student position him/herself on the sides of the court to receive a passing;  Come, for the student position him/herself in the defensive area;  The back, for the student to pay attention to the opponent behind him/her;  Up/go up, get out and 'leave', for the student to move from defensive to offensive area. In addition to the possibility of the student/athlete being successful in the practiced task by being able to be attentional attuned to its critical aspects (Pasetto et al, 2021) To put it in another way, an instructional cue could be considered potential knowledge since it contains information about key aspects for performance success (Silveira et al, 2013).…”

“…A cue refers to a kind of short instruction that constrains the students/athletes to direct their attention to critical elements for successful performance (Fronske, 2015;Pasetto et al, 2021). It can be said that this is one of the most common actions of the PE teachers/coaches, because regardless of whether it is during the practice of a drill, small-sided game, collective or individual tactics of defense or attack, or even during a game, they are constantly calling attention of students/athletes to some crucial aspect for achieving successful performance.…”

“…A cue can be provided through drawings, figures, or gestures (visual cues), manipulation of specific body parts (kinaesthetic cues) and/or concise phrases, often one or two words (verbal cues). In addition to selective attention, since verbal cues are brief and precise, they allow students/athletes more time to practice a task instead of listening to long instructions (Pasetto et al, 2021).…”

How can instructions and feedback with external focus be shaped to enhance motor learning in children? A systematic review

“…Of the excluded studies, 24 investigated effectiveness of instructions and feedback with EF in children's functional gross motor learning in comparison with an IF and/or no instructions or feedback, without distinction in frequency, timing or form between groups (26-28,42-62). Of the studies that distinguished in frequency, timing or form between groups, eight used an IF(63)(64)(65)(66)(67)(68)(69)(70). One study was excluded because its control group also used reduced instead of continuous frequency (71) (S2 file: overview of the excluded studies that nearly met inclusion criteria).…”