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Learning new sport actions: Pilot study to investigate the imitative and the verbal instructive teaching methods in motor education.

ABSTRACT: The aim of the project was to investigate the effects of two strategies of teaching new sport actions on performance of eight-year-old children: observational-imitative method (OIM) and descriptive-directive method (DDM). The OIM group was provided with a pre-practice instruction in the form of expert modeling observation by an expert athlete. The DDM group received only verbal explanations of few selected static images. Thirty-six children (18 males and 18 females, mean age = 8,8) participated in the experiment. Subjects were randomly assigned to the OIM or DDM groups. Participants were instructed to perform four sport motor sequences never performed before (shoulder stand, soccer action, vortex howler throw, step action). Actions were videotaped and 2D kinematic analysis performed. A 10-point Likert questionnaire was administered to blind sport experts to assess the correctness and accuracy of each action. Results suggest that the OIM is the most effective instruction method when participants have no experience with the sport action to be performed. On the contrary, if the athlete needs to learn specific aspects of an exercise (such as grasping a tool) the best method is the DDM. In fact, detailed information on how to grab the vortex helped children in throwing it. We also found gender differences which might reflect cultural influences in specific sports (e.g. soccer). Finally, repetition of the exercise also improved the DDM group's performance. This has potential applications in sport teaching, suggesting that in the absence of a model performing the action to be imitated, the DDM can be as effective as the OIM if the observer repeats the sport action many times.

SUBMITTER: De Stefani E

PROVIDER: S-EPMC7428179 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

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Learning new sport actions: Pilot study to investigate the imitative and the verbal instructive teaching methods in motor education.

De Stefani Elisa E Rodà Francesca F Volta Elio E Pincolini Vincenzo V Farnese Andrea A Rossetti Stefano S Pedretti Federica F Ferrari Pier Francesco PF

PloS one 20200814 8

The aim of the project was to investigate the effects of two strategies of teaching new sport actions on performance of eight-year-old children: observational-imitative method (OIM) and descriptive-directive method (DDM). The OIM group was provided with a pre-practice instruction in the form of expert modeling observation by an expert athlete. The DDM group received only verbal explanations of few selected static images. Thirty-six children (18 males and 18 females, mean age = 8,8) participated ...[more]

PMID: 32797070

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Project description:In risk sports with medium to high risks of injury (e.g., surfing, free solo climbing, wingsuit flying), athletes frequently find themselves in unexpected and threatening situations. Elevated psycho-physiological stress responses to these situations might have tremendous consequences for their performance as well as for their long-term health. To gain a better understanding of the psycho-physiological response to such events, innovative, externally valid and standardized stress induction protocols are needed. Therefore, the aim of this paper is to introduce and evaluate a risk sport-specific stress protocol, i.e., the Heidelberg Risk Sport-Specific Stress Test (HRSST), which utilizes fear of falling as the stressful event. Climbing novices were asked to climb up a 12 m high wall. Then, participants were requested to "jump into the rope", leading to a secured fall of about 3 m. This imposed physical danger assumed to elicit psycho-physiological responses. Self-reported state anxiety, salivary cortisol, and heart rate/heart rate variability were measured before, during, and after the HRSST. Results of four independent studies that investigated the psycho-physiological response to the HRSST in 214 participants were analyzed, leading to conclusions about the stressor's effectiveness. Results showed that self-reported state anxiety consistently increased after the HRSST in all four experiments (moderate to large effects). The results of the physiological indicators were inconclusive. Salivary cortisol significantly increased after the HRSST in one of four experiments (small effect sizes). Although heart rate significantly increased during the "jump in the rope" in experiment 1, heart rate variability significantly decreased after the HRSST in only one of three experiments (small effect sizes). Findings suggest that the HRSST is a valid method to induce risk sport-specific emotional stress, but effects on physiological stress markers were rather minor. To sum up, in case of appropriate sports climbing facilities, the HRSST appears to be a cost-efficient and promising stress induction protocol: It offers the possibility to investigate risk sport-specific stress responses and their underlying mechanisms in climbing novices. These findings may also find application in professions in which individuals are exposed to risky situations, such as police officers, medical first responders, firefighters and military personnel.

Project description:BackgroundAlthough progress has been made in evolution education, many educators face significant barriers in their efforts to teach evolution specifically, and science in general. The purpose of this study was to identify faculty-perceived barriers to teaching evolution, specifically in religiously affiliated institutions or institutions with a highly religious student body, as well as resources faculty feel would help promote discourse around faith, evolution and science. To do this, we held a workshop with teams consisting of a science professor, a theologian and a pastor (of the predominant on-campus faith tradition) from 17 different institutions of higher education with highly religious student bodies for the purpose of helping them to create a curriculum to address perceived conflicts between science and faith. During the workshop, participants created posters identifying barriers they face and resources they perceive as helpful. These posters were analyzed for prevalent themes and framed within an ecological model of behavior.ResultsThese teams identified prevalent barriers at each level of the ecological model. Intrapersonal factors included a fear of rocking the boat and a fear of student conflict. Interpersonal factors included perceived student lack of knowledge, student ideology, and student apathy. Institutional factors included work politics, a lack of relevant discourse surrounding the conflict, and mixed messaging to students. Community factors included social norms associated with various student demographics. And public policy factors included local and state government attempts to limit the teaching of evolution. Additionally, participants identified resources that they felt would facilitate overcoming conflict including colleagues as change agents, various assets, and tools to negate conflict.ConclusionsWe determined that many of the concerns are addressable, and many resources are attainable. We urge the community to work toward these solutions. Additionally, we compare our findings to what the literature has shown and discuss the implications of faculty perceptions as compared to the published literature.Supplementary informationThe online version contains supplementary material available at 10.1186/s12052-021-00151-1.

Dataset Information

Learning new sport actions: Pilot study to investigate the imitative and the verbal instructive teaching methods in motor education.

Publications

Learning new sport actions: Pilot study to investigate the imitative and the verbal instructive teaching methods in motor education.

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