Problem-solving prior to instruction in learning motor skills - Initial self-determined practice improves javelin throwing performance

Abstract

BackgroundA question that many parents face when their child learns motor skills like riding a bicycle concerns the temporal order of explicit instruction (I) and self-determined practice (problem solving, PS). In physical education, a systematic evaluation of effects of the temporal order on learning outcomes is so far missing. AimsWe tested if the beneficial effects of the PS-I sequence over I-PS found in cognitive domains also applies to motor learning in physical education. Therefore, the influence of the temporal order of I and PS on performance improvements was investigated for the case of learning javelin throwing. Javelin throwing was chosen as learning task as it shares similarities with cognitive tasks. SampleNinety 7th graders learned javelin throwing. MethodsThe subjects either received explicit instruction on technical movement features of javelin throwing before self-determined practice (I-PS), or they started with self-determined practice and received the instruction afterwards (PS–I). We measured changes in throwing distance and changes in performance of technical features of the throws. ResultsStudents with PS-I, but not students with I-PS, showed increased javelin throwing distance and increased number of executions of technical features from pre- to post-test. ConclusionsThis study extends results found in cognitive domains to motor learning in physical education. We discuss potential underlying mechanisms of these effects, in particular the role of awareness of knowledge gaps through initial practice that could be elaborated on during subsequent instruction, and the suppression of implicit learning processes with explicit instruction.