Effectiveness of the Type of Feedback on Learning to Pass in Volleyball

in Journal of Motor Learning and Development
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  • 1 Department of Didactics of Musical Expression, Plastic and Body, Universidad de Valencia, Valencia, España
  • | 2 Department of Neuropsychology, Methodology, Social and Basic Psychology, Faculty of Psychology, Universidad Católica de Valencia, Valencia, Spain
  • | 3 School of Education, Florida Universitaria,Catarroja, Spain
  • | 4 Mato Grosso, Brazil
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Objective: To determine which type of feedback (visual, verbal, or both combined) facilitates to a greater extent the learning of a specific skill (passing in volleyball). Methods: Three groups of students between 14 and 15 years of age belonging to the third year of Compulsory Secondary Education in a Spanish public high school (n = 58) were randomly assigned a type of feedback implemented in the part of the syllabus dedicated to volleyball. The students’ knowledge, motor performance, accuracy, and self-perception about the action were evaluated before and after the intervention and enjoyment afterwards. Results: All the groups obtained improvements in all the variables studied (p < .05); the verbal and visual feedback group was the one that obtained greater improvements, showing also a greater enjoyment than the visual feedback group. Conclusions: It has been found that the use of the combination of verbal and visual feedback is most recommended for learning a specific skill, such as passing in volleyball.

Marco-Ahulló (adria.marco@ucv.es) is corresponding author, https://orcid.org/0000-0002-2999-9386

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