Abstract
This study investigated the effect of motor learning with informational feedback into response to anaerobic exercises with and without motor learning tasks in handball physical education university students. Participants were randomly divided into two groups: experimental group (EG, n = 10) and control group (CG, n = 10). Measurements of T-half test, 15-m and 30-m sprints, and ZIG-ZAG test were assessed in both groups before (T1), between (T2) a 4-week intervention program, and after (T3) an 8-week intervention program, which included agility and speed teaching with (EG) or without (CG) informational feedback (i.e., verbal instruction). The test-retest reliability for all tests was excellent, and the ICC ranged from 0.76 (ZIG-ZAG test) to 0.99 (Agility T test). The interday measurement error was clearly below 1% in all tests (CV range: 0.2–0.8). Time effects for the Agility T test (p = 0.012, = 0.245) and the 15-m sprint (p = 0.035, = 0.190) were found. For the Agility T test, a total interaction effect (p = 0.001, = 0.380) and a partial interaction effect were calculated between T2 and T3 (p < 0.001, = 0.603). A large effect size (d = 0.87) was observed in the EG from T2 to T3. The second relevant (d ≥ 0.5) effect size was calculated for the parameter sprint 30 m. The CG showed a significant sprint performance reduction from T2 to T3 (d = −0.60; parameter: sprint 30 m). All other effect sizes were less than 0.44. The ZIG-ZAG test revealed the largest main and partial effect sizes for all parameters. The EG showed the largest improvement (d = 2.00) between T2 and T3. The results demonstrate that motor learning with informational feedback improves performances of Agility T test, sprint, and ZIG-ZAG performance. It appears that a well-formulated verbal instruction may induce performance enhancement in young trainees in educational environment.
Highlights
In team sports, scientists have developed a lot of practical and learning techniques to provide educational and academic resources in order to obtain better knowledge among learners (Lauber and Keller, 2014; De Giorgio et al, 2018, 2019; Hraste et al, 2018)
The experimental group (EG) was given informational feedback into order to improve the self-awareness of participants on their movements; for example, we provided phrases such as “Your hand placement is perfect” or specified something corresponding to the task presentation that needed to be considered in future attempts: “ time, slide step toward the target” (Drost and Todorovich, 2017)
The results of this study showed that students exposed to both motor learning and informational feedback increased their performance on anaerobic and explosive exercises compared to the control group (CG), which showed no significant gains in the proposed exercises
Summary
Scientists have developed a lot of practical and learning techniques to provide educational and academic resources in order to obtain better knowledge among learners (Lauber and Keller, 2014; De Giorgio et al, 2018, 2019; Hraste et al, 2018). Several techniques and tools can be put at the service of sport practice and physical education, especially in motor learning (ML; Schmidt and Lee, 2011; Drost and Todorovich, 2017). Alteration of motor performance goes through internal process including cognitive process (brain and sensors stimulation) and allowing a person to change his/her behavior each time he/she is confronted with a task to which he/she does not yet have a suitable answer. This gradual change must be sustainable and create opportunities for skill development. It is necessary to take into account that ML could be linked to many factors belonging to the training process, such as verbal instruction and demonstration (Fagundes et al, 2013) or feedback (Chiviacowsky et al, 2009)
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