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首页> 外文期刊>Human Movement >Verbal Instructions on Learning the Front-Crawl: Emphasizing a Single Component or the Interaction between Components?
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Verbal Instructions on Learning the Front-Crawl: Emphasizing a Single Component or the Interaction between Components?

机译：关于学习“前爬网”的口头说明：是强调单个组件还是组件之间的交互？

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Purpose. In Front-Crawl swimming stroke, the interaction between two of its components, i.e. arm stroke and breathing, affects the performance of the motor skill as a whole and therefore can be considered a critical aspect of the skill. The purpose of our study was to investigate if a verbal instruction emphasizing this interaction could lead to learning gains when provided along with video demonstrations.Methods. Participants (children) were randomly assigned to three experimental groups according to the type of verbal instruction provided. Component and Interaction groups received their specific instructions along with video demonstrations of a model execution of the Front-Crawl. The Control group watched the same video, but received no further instruction concerning the movement pattern. In the Acquisition phase (AQ) all groups performed 160 trials (organized in 4 sessions) of the task that consisted in swimming 8 meters the Front-Crawl at a comfortable velocity. To assess learning gains, a retention test (RT) and a transfer test (TR) were carried out one week after the end of the AQ.Results. Regarding RT and TR, the one-way ANOVA on the movement pattern score showed a significant difference between groups, with post-hoc tests revealing that the Interaction group achieved higher score than the Control group.Conclusions. The results reveal that enhancing aspects of a video demonstration with verbal instruction improves learning gains of the Front-Crawl in children. Additionally, the results suggest that providing verbal instructions about the interaction between stroke and breathing might promote learning gains, compared to providing instructions about the stroke component individually.
机译：目的。在前爬泳中风中，其两个组成部分之间的相互作用（即手臂中风和呼吸）会影响整个运动技能的表现，因此可以视为该技能的关键方面。我们研究的目的是调查与视频演示一起提供的，强调这种互动的口头指导是否可以带来学习成果。根据提供的口头指示类型，将参与者（儿童）随机分为三个实验组。组件和交互小组收到了他们的特定说明以及前爬网模型执行的视频演示。对照组观看了相同的视频，但没有收到有关运动模式的进一步说明。在习得阶段（AQ），所有小组进行了160次试验（分为4个阶段进行组织），其中包括以舒适的速度在前爬网游泳8米。为了评估学习成果，在AQ结束后一周进行了一项保留测试（RT）和一项转移测试（TR）。关于RT和TR，单向方差分析的运动模式评分显示两组之间存在显着差异，事后测试表明，交互作用组的得分高于对照组。结果表明，通过口头教学来增强视频演示的各个方面，可以改善儿童“前爬网”的学习成果。此外，结果表明，与单独提供有关中风成分的说明相比，提供有关中风与呼吸之间相互作用的口头说明可能会促进学习成果。

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