Motor Learning of Complex Tasks with Augmented Feedback: Modality-Dependent Effectiveness

Jarosław Jaszczur-Nowicki, Oscar Romero-Ramos, Łukasz Rydzik, Tadeusz Ambroży, Michał Biegajło, Marta Nogal, Waldemar Wiśniowski, Dariusz Kruczkowski, Iwona Łuszczewska-Sierakowska and Tomasz Niźnikowski
Additional contact information
Jarosław Jaszczur-Nowicki: Department of Tourism, Recreation and Ecology, University of Warmia and Mazury in Olsztyn, 10-719 Olsztyn, Poland
Oscar Romero-Ramos: Department of Didactics of Languages, Arts and Sports, University of Malaga, 4, 29017 Málaga, Spain
Łukasz Rydzik: Institute of Sports Sciences, University of Physical Education, 31-571 Krakow, Poland
Tadeusz Ambroży: Institute of Sports Sciences, University of Physical Education, 31-571 Krakow, Poland
Michał Biegajło: Faculty of Physical Education and Health, Józef Piłsudski University of Physical Education, 21-500 Biala Podlaska, Poland
Marta Nogal: Faculty of Physical Education and Health, Józef Piłsudski University of Physical Education, 21-500 Biala Podlaska, Poland
Waldemar Wiśniowski: Faculty of Physical Education and Health, Józef Piłsudski University of Physical Education, 21-500 Biala Podlaska, Poland
Dariusz Kruczkowski: Faculty of Health Sciences, Elbląg University of the Humanities and Economics, 82-300 Elbląg, Poland
Iwona Łuszczewska-Sierakowska: Department of Human Anatomy, Medical University of Lublin, 20-090 Lublin, Poland
Tomasz Niźnikowski: Faculty of Physical Education and Health, Józef Piłsudski University of Physical Education, 21-500 Biala Podlaska, Poland

IJERPH, 2021, vol. 18, issue 23, 1-8

Abstract: Background: This paper aims to evaluate the effectiveness of feedback modalities in the motor learning of complex tasks. Methods: This study examined sixty-one male university students randomised to three groups: group Verbal (VER) = 20 (body height 178.6 ± 4.3 cm, body mass 81.3 ± 3.7 kg, age 20.3 ± 1.2 years), group Visual (VIS) = 21 (body height 179 ± 4.6 cm, body mass 82 ± 3.4 kg, age 20.3 ± 1.2 years), and group Verbal–Visual (VER&VIS) = 20 (body height 178.6 ± 4.3 cm, body mass 81.3 ± 3.7 kg, age 20.3 ± 1.2 years). The duration of the experiment was 6 months. Training sessions were performed three times per week (on Mondays, Wednesdays, and Fridays). The participants were instructed to perform a vertical jump with an arm swing (with forward and upward motion). During the jump, the participants pulled their knees up to their chests and grabbed their lower legs. The jump was completed with a half-squat landing, with arms positioned sideward. The jumping performance was rated by three gymnastic judges on a scale from 1 to 10. Results: A Tukey post hoc test revealed that in the post-test, a significant difference in the quality of performance was found between the Verbal group concerning errors combined with visual feedback on how to correct them (VER&VIS), the Verbal group concerning errors (VER), and the Visual group with visual feedback on the correctness of task performance (VIS). The ratings observed in the post-test were significantly higher in group VER&VIS than in groups VER and VIS (9%; p < 0.01 and 15%; p < 0.001, respectively). All judges’ ratings observed in group VER&VIS and VIS decreased insignificantly, but in group VER the ratings improved insignificantly. Conclusion: Providing verbal feedback combined with visual feedback on how to correct errors made in performing vertical jumps proved more effective than the provision of verbal feedback only or visual feedback only.

Keywords: training sessions; verbal; visual; verbal–visual feedback; vertical jump; complex task (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
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