Effects of different amount and type of feedback in the process of learning long jump

Temeljni cilj ove disertacije bio je ispitati utjecaj različite količine i vrsta povratnih informacija (PI) u procesu usvajanja tehnike skoka u dalj kod učenika osnovne škole. Dodatni cilj bio je utvrditi povezanost kinematičkih parametara i duljine skoka u dalj. Osamdeset i osam učenika i učenica, starosti (AS ± SD) 11,3 ± 0,5 godina, bez prethodnog iskustva u treningu skoka u dalj, raspodijeljeno je u jednu od četiriju skupina ispitanika koje su dobivale PI: (1) verbalno u odnosu na ključne greške, (2) verbalno i vizualno u odnosu na ključne greške, (3) verbalno i vizualno nakon svakog pokušaja, ili (4) nisu primale PI – kontrolna grupa. Eksperimentalni tretman je trajao 8 tjedana i bio organiziran u sklopu redovne nastave tjelesne i zdravstvene kulture, dva puta tjedno. Duljina skoka i relevantni kinematički parametri skoka u dalj izmjereni su prije i nakon eksperimentalnog tretmana. Rezultati istraživanja nisu potvrdili postavljenu hipotezu kojom je pretpostavljeno da će metoda učenja u kojoj učenik dobiva PI u smanjenoj količini proizvesti najbolje učinke. Jedina statistički značajna razlika u duljini skoka izračunata je između kontrolne grupe, koja je ostvarila napredak od 14 centimetara, i grupe koja je primala verbalne i vizualne PI nakon svakog pokušaja, a koja je ostvarila napredak od 41 centimetra. Djelomično je potvrđena hipoteza kako će kinematički parametri razlikovati grupe ispitanika, odnosno, da će vizualne PI u kombinaciji s verbalnim imati bolji učinak na izvedbu u usporedbi sa samo verbalnim PI. Iako promjene u različitim kinematičkim parametrima unutar grupa i razlike između grupa nisu sustavne, dio promjena moguće je pripisati utjecaju eksperimentalnog tretmana. Razlog takvog ishoda je kompleksna međusobna povezanost kinematičkih parametara i duljine skoka, te se u tom slučaju može govoriti o optimizaciji kinematičkih parametara. U potpunosti je prihvaćena hipoteza o povezanosti kinematičkih parametara i duljine skoka. Očekivano, najveću povezanost s duljinom skoka imala je varijabla brzina težišta tijela na početku odraza (r = 0,91) u finalnom mjerenju. Regresijskom analizom je potvrđena međusobna povezanost kinematičkih parametra i duljine skoka. Zaključeno je kako djeca osnovnoškolske dobi prilikom usvajanja kompleksne motoričke vještine bolje napreduju ukoliko primaju učestale verbalne i vizualne PI (nakon svakog pokušaja) u usporedbi s reduciranim PI (u odnosu na ključne greške). Također je zaključeno kako su relevantni kinematički parametri značajno međusobno povezani i značajno povezani s duljinom skoka. Rezultati ovog istraživanja upućuju na preporuku kako je u početnim fazama usvajanja složene motoričke vještine kod djece potrebno koristiti učestalije PI, a samu zavisnost o istim potrebno je prevenirati postupnim reduciranjem PI. Također, kombiniranjem verbalnih i vizualnih PI može se ostvariti dodatni učinak u optimizaciji strukture kretanja prilikom savladavanja složene motoričke vještine. The aim of this study was to examine the acquisition of the long jump skill in elementary school children using augmented feedback of varying type and frequencies. The secondary objective was to determine the relationship between the kinematic parameters of the long jump and the distance achieved. Eighty-eight boys and girls aged (mean ± SD) 11,3 ± 0,5 years, without any prior experience in long jump skill acquisition, were assigned to one of four study groups: (1) receiving only verbal feedback on key errors, (2) receiving both verbal and video feedback on key errors, (3) receiving both verbal and video feedback on all trials, and (4) receiving no feedback – control group. The experimental treatment lasted 8 weeks and was organized as part of regular physical education, twice a week. The long jump distance and relevant kinematic variables were recorded before and after the training intervention. The results of this study did not confirm the hypothesis that reduced (bandwidth) feedback would have the best effect on to the long jump skill acquisition. The only statistically significant difference in jump distance occurred between the control, which progressed 14 centimeters, and the group receiving 100% relative frequency of feedback, which reached progression of 41 centimeters. The hypothesis that the kinematic parameters would differentiate the groups and that verbal and visual feedback together would be more useful to the students than verbal feedback alone was partially accepted. Although the changes of different kinematic parameters within the groups and the differences between the groups are not systematic, changes in some variables can be described as the influence of experimental treatment. Such an outcome is possible due to the complex relations between kinematic variables and jump distance, and positive effects are shown in the optimization of these parameters. The hypothesis about relationships between kinematic parameters of the long jump and distance achieved was fully accepted. As expected, the strongest correlation coefficient was recorded between the variable velocity of the body's center of gravity at the beginning of the take-off (r = 0,91), in the final testing. Regression analysis was conducted to confirm the results of correlation analysis. It was concluded that, when learning a complex motor skill in a typical physical education setting, elementary school children are likely to benefit the most when receiving frequent feedback (both verbal and using video analysis, focusing on all trials) as compared to when receiving bandwidth feedback. It was also concluded that the kinematic parameters of the long jump are significantly related and significantly related to the distance achieved. The results of this study suggest that frequent augmented feedback should be used when children acquire complex motor skills for the first time. In addition, it is best to prevent dependence on such feedback by reducing augmented feedback gradually. The combination of verbal feedback with visual feedback can also have an additional effect in optimizing movement patterns in the acquisition of a complex motor skill.