Observational vs coaching feedback on non‐dominant whole‐body motor skill performance — application to technique training

Abstract

We studied the effect of peer‐ and self‐observational feedback versus coaching feedback during technique training on performance in competitive adolescent cross‐country skiers. Fifty‐four skiers (14.3 ± 0.6 years) were divided into a control group and three intervention groups (dyad practice, video, or coaching feedback), which practiced in the asymmetrical uphill sub‐technique G2 on one side (non‐dominant side), but not the other (dominant side) for 6 × 30 min over a 5 weeks period, on roller skis outdoors. High‐speed performance and skiing economy were assessed on a roller ski treadmill before and after the intervention, and a questionnaire was answered post‐intervention. The video feedback (p = .025, d = .65) and coaching feedback (p = .007, d = .89) groups improved high‐speed performance during the intervention and an ANCOVA showed a tendency for different change scores between interventions (F3,49 = 2.5, p = .068, ηp2 = .134), with a difference between the coaching feedback and dyad practice (p = .05). No change was seen in skiing economy in any group. Coaching feedback ranked higher on enjoyment compared with dyad practice (p < .001) and led to higher self‐perception of improved technique compared with the control group (p = .038). Overall, feedback from a competent coach seems better than observation for improving performance in young athletes, although self‐observation through video with attentional cues seems a promising tool for increasing individual feedback when coaching large groups.

Application of VR technology in sports training in colleges and universities

“…From the results of the comparative tests, all groups of participants showed a significant improvement in their athletic Performance compared to the pre-training period in two out of the five days of training. Literature [15] explored the influence of self-feedback and coaching feedback on cross-country skiers, and 54 skiers were selected to conduct a controlled experiment. After the intervention, the skiers' Performance on the treadmill improved significantly compared with the pre-intervention period, and the coaching feedback, in particular, could effectively enhance the cross-country skiers' skiing performance and promote the skiers' better mastery of the corresponding skills.…”

Sex Differences in Physiological Determinants of Performance in Elite Adolescent, Junior, and Senior Cross-Country Skiers

“…Submaximal Test. An overview of the main test session has been presented by Sollie et al (2021) in their Figure 2. 22 Following a 6minute self-paced warm-up, participants completed 4 × 5-minute steady-state work bouts at a 6°incline.…”

“…An overview of the main test session has been presented by Sollie et al (2021) in their Figure 2. 22 Following a 6minute self-paced warm-up, participants completed 4 × 5-minute steady-state work bouts at a 6°incline. Only one 5-minute steady state bout was used in the present study for calculation of GE.…”

The impact of augmented feedback (and technology) on learning and teaching cricket skill: A systematic review with meta-analysis

“…The learning effects of augmented feedback have been previously examined, including the effect of manipulating 'what' (type of feedback), 'when' (timing and frequency), and 'how' (modality) feedback is provided during practice [5]. Contemporary principles of using feedback to improve perceptual-motor learning [6][7][8] include: reducing the frequency of feedback [9]; allowing for a margin of error (or bandwidth) around the to-be-learned movement pattern or the target outcome [10], and; allowing the learner to control when feedback is obtained [11]. In contrast, there are also negative aspects reported of providing feedback on learning.…”