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Recently, doubts have begun to surface about the emphasis that for years has been given to the variable knowledge of results in motor learning, and a view has been expressed that information on how an action has been made (knowledge of performance) may be of more use. This study compared the two types of information in learning a volleyball serve by eight subjects, who were given the two kinds of feedback at various points in the process. Analysis seems to show that knowledge of performance tends to be more effective for learning and that there may be interference across information if knowledge of results is provided after knowledge of performance.

BackgroundIn their professional practice, teachers can exert a strong influence on students, promoting healthy habits for life through the example of their own lifestyle. The aim of this study was to compare sports habits and attitudes in Physical Activity and Sports Education students at the universities of León (Spain) and Mostaganem (Algeria).MethodsWe administered the “Motivations and Attitudes Toward Physical Activity and Sports” questionnaire (in Spanish MIAFD) to 125 Algerian university students from the Institute for Physical Education and Sport (age: 21.87 ± 2.51) and 122 Spanish university students (age: 22.98 ± 2.36) from the Faculty of Physical Activity and Sport Science.ResultsChi-square tests showed significant differences (p < 0.001) with a large effect size (Cramer’s V: 0.650) in perceptions of sport and satisfaction with participation.ConclusionThe students from Mostaganem and Leon show many similarities, such as the number of female students in physical education and sport is quite small compared to male students. Both consider that universities should improve sports facilities to promote good practice. The practice of sports by our university students is far superior to that of students with other degrees, suggesting that they will set a good example of healthy habits once they enter their profession. Nevertheless, the participation of female Algerian students in sport was lower than that of Spanish students, and students at León showed more intrinsic motivation for participating in sport than their counterparts at Mostaganem.

Introduction One aim of the study was to describe the temporal structure of judo combat among male judokas with visual impairments. Another aim was to determine the possible differences between the judokas with visual impairments and sighted male judokas to determine whether judokas with visual impairments need specific training to achieve their maximum performance level. Methods Observational methodology was used in 184 combats (n = 92 male senior judokas with visual impairments). A T-Patterns study (THEME) and a descriptive statistical analysis (SPSS) were conducted. Results The results showed that most of the observed combats ended before the regulation time was over (81%). The temporal structure observed in judokas with visual impairments was as follows: total combat time: 4 minutes, 26 seconds; total pause time: 2 minutes, 38 seconds; total stand-up fight time: 1 minute, 22 seconds; and total ground fight time: 60 seconds. The number of sequences were as follows: 6.9 pause sequences with a duration of 19.6 seconds each, 12.4 work sequences with a duration of 22 seconds each, 7.9 work sequences in stand-up judo with a duration of 11.7 seconds each, and 4.5 work sequences in ground judo with a duration of 12.9 seconds each. Discussion The combats’ mean values revealed that, compared to male sighted judokas, judokas with visual impairments perform shorter work sequences and need longer pause sequences because of their impairment. Implications for Practitioners These data indicate that the temporal structure of judo combat in athletes with visual impairments is different from the temporal structure of judo combat in sighted athletes, which indicates that the appropriate training for each group should be different. This article describes a specific temporal structure that is applicable to traditional judo training methods, fits these athletes’ needs, and is available for coaches who train judokas with visual impairments.

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