Enhancing the learning of sports skills through verbal feedback

Tomasz Niźnikowski ^1* Paweł Arnista ² Jerzy Sadowski ¹ Andrzej Mastalerz ¹ Oscar Romero Ramos ³ Emilio Fernández-Rodríguez ³ Weronika Łuba-Arnista ² Michał Biegajło ¹ Paweł Różański ¹ Ewelina Niźnikowska ⁴ Andrzej Karaś ¹ Piotr Kuśmierczyk ¹ Marta Nogal ¹

• ¹ Józef Piłsudski University of Physical Education in Warsaw, Warsaw, Masovian Voivodeship, Poland
• ² Faculty of Health Sciences, Lomza State University of Applied Sciences, Łomża, Poland
• ³ Sport department, Faculty of Education Sciences, University of Malaga, Málaga, Spain
• ⁴ John Paul II University in Biała Podlaska, Biała Podlaska, Poland

We investigated to determine the effectiveness of verbal feedback in learning the round-off back somersault on the balance beam with stable landing. Methods: The research material consisted of female gymnasts (n = 16). They were randomly assigned to one of two groups: FKE group (n = 8) with feedback on key elements, or FAE group (n = 8) with 100% feedback on all errors made in the phase structure of the task. Results: Based on research, it was established that key elements could be identified in the preparatory, main and final phases. Mixed ANOVA showed that significant differences (p < 0.05) were noted due to the teaching method used (Group x Time factor) when performing the gymnastic routine of round-off back somersault with stable landing on the balance beam. Based on the Welch t test for independent data it was revealed that the group with feedback on the key elements obtained significantly higher mean scores from judges at the end of the experiment. Conclusions: The findings of the present study point to a possibility of offering coaches teaching methods that increase the effectiveness of learning complex motor skills and indicate a possibility of applying such solutions in groups of female gymnasts both in training and during competitions.