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With the evolution of sport, the level of athletes is increasing. To be able to win it is necessary to understand what factors influence performance in competition and training. Sports performance analysis has evolved in accordance with data collection in competition practice, with performance indicators related to actions connected to performance outcome.Introduction. We intend to verify the importance of task analysis in the performance analysis procedures. The review starts with task definition, then task analysis procedures and sports science application to finish with examples of performance analysis with task analysis. Material and Methods. Each task has one or more goals with actions to be carried out and with task, performer, and environment constraints that influence it. Task analysis is a methodology to have information about technique, productivity and safety that allows developing training programmes. Sports task analysis has a preparatory phase, a description (phase analysis), assessment, and an intervention. Performance analysis was based on biomechanical and notational analysis including performance indicators and afterwards reinforced with the ecological dynamics approach with an emphasis on the performer-environment relationship. Similarities between actions from different sports could be observed with performance analysis using task analysis (phase analysis with description of the segmental actions and mechanical principles).Results. Performance task analysis could support evidence-based training programmes with a replication of key features and performance indicators in dry-land training tasks. Future research should identify task constraints and performance indicators with technological devices and make performance analysis more coach friendly.Conclusions. [ABSTRACT FROM AUTHOR]

The paper presents new scientific facts of the efficient biomechanical analysis and assessment of the indices of sports technique key elements in the phase structure of acrobatic exercise connecting moves: round-off - double salto backward tucked performed on the beam and round-off - double salto backward tucked during beam dismount, by the method of motion postural cues. Skilled and highly skilled female gymnasts took part in the study. Their average indices of height, body mass and age (x ± δ) were as follows: 157.5 ± 2.85 cm; 51 ± 2.25kg; 20 ± 2.35 years, respectively more than nine years of experience in high performance according to the PFG (Polish Federation of Gymnastics) standards. All gymnasts were informed in written and oral way about the assays that would be carried out in the study. All gymnasts signed the informed consent form. Two sequences with the following elements were analysed: round-off - double salto backward tucked performed on the beam (variant I) and round-off - double salto backward tucked during beam dismount (variant II). The highest differences between the key components describing performance of presented exercises exist for joint angles during multiplication and landing position, and resultant velocities during the launching posture and landing position. In variant I the athlete created prerequisites for gliding double salto backward tucked by means of the body segments motions, whereas in variant II he executes faster motions of the body segments accentuating his actions upon backward rotation of the body. In the end of the movement the velocities of the body biolinks and GCM represent the confirmation of controlled motor actions during landing. They have "bunched up" at 1,04 s and 1,10 s in the I and the II variant, respectively with slight "spread" of the body biolinks resultant velocities at the moment of the foot hitting the support during landing. Indices of sports technique key elements in the phase structure of exercises are subjected to development and improvement based on using suggested training programs to enhance the quality of motion control with account for the level of sports fitness, specificity, and complexity of sports exercises. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

The aim of this study was to examine the effects of two different frequencies of feedback during the process of learning a complex gymnastic skill, the round-off salto backward tucked. Thirty male acrobats participated in the study. They were randomly assigned to two groups: B - bandwidth feedback (n=15) or C - 100% feedback (n=15). Group B was provided with error information regarding the key elements of movement techniques only (bandwidth feedback). Our research demonstrates the advantage of augmented feedback information related to errors in the key elements. Information about errors in the key elements during learning a complex gymnastic skill prevents the gymnast from becoming overwhelmed, which promotes better motor control. These results provide support for the generalisation of bandwidth feedback principles to a complex task. Our research shows that the guidance hypothesis can also be tested in practical settings for a complex movement task.