Analysis of the Impact of the Active Feedback on the Quality of Motor Learning in Athletics: Case of the Teaching of the Long Jump
ABSTRACT
The goal of our research is to test the effect related to the time of use of the technical and pedagogical feedback during the teaching act, or just after the delivery of the student, on the quality of young learner’s motor learning during an athletic activity cycle. To do so, we conducted a study population. It consisted of two physical education teachers, not athletics, with professional experience of 5 years working in two preparatory schools with similar working conditions (the same sports infrastructure and the same class size in the order of 25). These two pedagogical frameworks were observed during the teaching of athletic activity, namely the long jump for students in the 7th base year. Indeed, the population of the observed learners belongs to the middle class; the average age is ±13 years old. They do not have the driving experience in terms of practice of the long jump. The measured height of students is between 1.25 m and 1.42 m and their body mass are between 44 kg and 56 kg. The analysis of the results allowed us to see the importance of the feedback instrument introduced in the motor learning or after their achievements. This resulted in improved techniques of executions of the different elements of the jump and the quantitative performance of students in both classes. In fact, motor learning considers the feedback as a critical element of the pedagogical relationship, and therefore it should be one of the major concerns of teachers when they focus on the motor skills to be learned.
The goal of our research is to test the effect related to the time of use of the technical and pedagogical feedback during the teaching act, or just after the delivery of the student, on the quality of young learner’s motor learning during an athletic activity cycle. To do so, we conducted a study population. It consisted of two physical education teachers, not athletics, with professional experience of 5 years working in two preparatory schools with similar working conditions (the same sports infrastructure and the same class size in the order of 25). These two pedagogical frameworks were observed during the teaching of athletic activity, namely the long jump for students in the 7th base year. Indeed, the population of the observed learners belongs to the middle class; the average age is ±13 years old. They do not have the driving experience in terms of practice of the long jump. The measured height of students is between 1.25 m and 1.42 m and their body mass are between 44 kg and 56 kg. The analysis of the results allowed us to see the importance of the feedback instrument introduced in the motor learning or after their achievements. This resulted in improved techniques of executions of the different elements of the jump and the quantitative performance of students in both classes. In fact, motor learning considers the feedback as a critical element of the pedagogical relationship, and therefore it should be one of the major concerns of teachers when they focus on the motor skills to be learned.
Cite this paper
Mrayeh, M. , Bouzid, M. and Hawani, A. (2015) Analysis of the Impact of the Active Feedback on the Quality of Motor Learning in Athletics: Case of the Teaching of the Long Jump. Creative Education, 6, 982-997. doi: 10.4236/ce.2015.610100.
Mrayeh, M. , Bouzid, M. and Hawani, A. (2015) Analysis of the Impact of the Active Feedback on the Quality of Motor Learning in Athletics: Case of the Teaching of the Long Jump. Creative Education, 6, 982-997. doi: 10.4236/ce.2015.610100.
References
[1] Ammons, R.B. (1996). Effects of Knowledge of Performance: A Survey and Tentative Theoretical Formulation. Journal of General Psychology, 54, 279-299.
http://dx.doi.org/10.1080/00221309.1956.9920284 [2] Battig, W. F. (1966). Facilitation and Interference. In E. A. Bilodeau (Ed.), Acquisition of Skill (pp. 215-244). New York: Academic Press. [3] Beebe. J. L. (1975). A Comparison of Four Methods of Feedback in the Form of Knowledge of Performance on the Learning of Gymnastic Skills. Completed Research in Health, Physical Education and Recreation, 17, 90. [4] Bilodeau, E. A., & Bilodeau, I. M. (Eds.) (1969). Principles of Skill Acquisition. New York: Academic Press. [5] Brunelle, J.(1980). L’efficacité de l’intervenant dans l’enseignement de l’activité physique. In C. H. Nadeau., W. R. Halliwell, K. M. Newell, & G. C. Roberts (Eds.), Psychology of Motor Behavior and Sports (pp. 675-689). Champaign, IL: Human Kinetics. [6] Brunelle, J., Spallanzani, C., Lord M., & Petiot, B. (1983). Analyse du climat pédagogique par le biais des réactions des éducateurs physiques en situation d'enseignement. Canadian Association for Health Physical Education and Recreation Journal, 49, 15-18, 30. [7] Chevalier (2004). Apprentissage moteur: cahier d’accompagnement—KIN 2300. Librairie Coop. UQAM. [8] Chiviacowsky, S., & Wulf, G. (2005). Self-Controlled Feedback Is Effective If It Is Based on the Learner’s Performance. Research Quarterly for Exercise and Sport, 76, 42-48.
http://dx.doi.org/10.1080/02701367.2005.10599260 [9] Durand, M. (1992). L’enfant et le sport (3e édition). Paris: Presses universitaires de France. [10] Fishman, S. E., & Anderson, W. G. (1971). Developing a System for Describing Teaching. Quest, 15, 9-16.
http://dx.doi.org/10.1080/00336297.1971.10519696 [11] Galligan, J. J., LePard, K. J., Schneider, D. A., & Zhou, X.P. (2000). Multiple mechanisms of fast excitatory synaptic transmission in the enteric nervous system. Journal of the Autonomic Nervous System, 81, 97-103.
http://dx.doi.org/10.1016/S0165-1838(00)00130-2 [12] Goldberger, M., & Gerney, P. (1986). The Effect of Direct Teaching Styles on Motor Skill Acquisition of Fifth Grade Children. Research Quarterly for Exercise and Sport, 57, 215-219.
http://dx.doi.org/10.1080/02701367.1986.10605399 [13] Guadagnoli, M. A., & Kohl, R.,M. (2001). Utilization of Knowledge of Results for Motor Learning: Relationship between Error Estimation and Knowledge of Results Frequency. Journal of Motor Behavior, 33, 217-224.
http://dx.doi.org/10.1080/00222890109603152 [14] Magill, R. A. (2011). Motor Learning and Control: Concepts and Applications (9th ed.). New York: McGraw Hill. [15] Mason, J. (1996) Expressing Generality and Roots of Algebra. In N. Bednarz, C. Kieran, & L. Lee (Eds.), Approaches to Algebra: Perspectives for Research and Teaching (pp. 65-86), Dordrecht: Kluwer Academic Publishers.
http://dx.doi.org/10.1007/978-94-009-1732-3_5 [16] Nicaise, V., Cogérino, G., Bois, J., & Amorose, A. J. (2006). Students’ Perceptions of Teacher’s Feedback and Physical Competence in Physical Education Classes: Gender Effects. Journal of teaching in Physical Education, 25, 36-57. [17] Petracek, R. J. (1978). The Effect of Three Assessment Feedback Schedules on Attitude toward Physical Activity and Self Concept. Completed Research in Health, Physical Education and Recreation, 20, 283-284. [18] Piéron, M. (1980). Feedback (Rétroaction) et modification du comportement des apprenant: analyse en situation d'enseignement. In C. H. Nadeau., W. R. Halliwell, K. M. Newell, & G. C. Roberts (Eds.), Psycholoogy of Motor Behavior and Sport (pp. 526-534). Champaign, IL: Human Kinetics. [19] Piéron, M. (1986). Enseignement des activités physiques. Observation et recherche. Liège: Presses Universitaires de Liège. [20] Piéron, M. (1992). Pédagogie des activités physiques et du sport, Ed. Revue EPS, Paris. [21] Piéron, M., & Devillers, C. (1980). Multidimensional Analysis of Informative Feed-Back in Teaching Physical Activities. In: G. Chilling, & W. Baur (Eds.), Audiovisual Medium in Sport. Moyens audiovisuels dans le sport. Audiovisual means in sport, base (pp. 277-284). City name: Birkhauser Verlag. [22] Prato, D. J. (1975). The Effects of Three Terminal Augmented Feedback Conditions upon the Acquisition of Motor Skill in Bowling. Dissertation Abstracts International, 36, 6537. [23] Robertson, E. M., Pascual, L., & Miall, R. C. (2004). Concepts in procedural consolidation. Nat Rev Neurosci., 5, 576-582.
http://Dx.Doi.Org/10.1038/Nrn1426 [24] Salmoni, A., Schmidt, R. A., & Walter, C. B. (1984). Knowledge of Results and Motor Learning: A Review and Critical Reappraisal. Psychological Bulletin, 95, 355-386.
http://dx.doi.org/10.1037/0033-2909.95.3.355 [25] Schmidt, R. A. (1991). Frequent Augmented Feedback Can Degrade Learning: Evidence and Interpretations. In. J. Requin, & G. E. Stelmach (Eds.), Tutorials in Motor Neuroscience (pp. 59-75). Amsterdam: Kluwer Academic.
http://dx.doi.org/10.1007/978-94-011-3626-6_6 [26] Schmidt, R. A., & Wrisberg, C. A. (2008). Motor Learning and Performance: A Situation-Based Learning Approach (4th ed.). Champaign, IL: Human Kinetics. [27] Shea, J. B., & Morgan, R. L. (1979). Contextual Interference Effects on the Acquisition, Retention, and Transfer of a Motor Skill. Journal of Experimental Psychology: Learning, Memory and Cognition, 5, 179-187.
http://dx.doi.org/10.1037/0278-7393.5.2.179 [28] Siedentop, D. (1994). Apprendre à enseigner l’éducation physique. Montmagny: Edition Marquis. [29] Swinnen, S. P., Schmidt, R. A., Nicholson, D. E. & Shapiro, D. C. (1990). Information Feedback for Skill Acquisition: Instantaneous Knowledge of Results Degrades Learning. Journal of Experimental Psychology: Learning, Memory and Cognition, 16, 706-716.
http://dx.doi.org/10.1037/0278-7393.16.4.706
[1] Ammons, R.B. (1996). Effects of Knowledge of Performance: A Survey and Tentative Theoretical Formulation. Journal of General Psychology, 54, 279-299.
http://dx.doi.org/10.1080/00221309.1956.9920284 [2] Battig, W. F. (1966). Facilitation and Interference. In E. A. Bilodeau (Ed.), Acquisition of Skill (pp. 215-244). New York: Academic Press. [3] Beebe. J. L. (1975). A Comparison of Four Methods of Feedback in the Form of Knowledge of Performance on the Learning of Gymnastic Skills. Completed Research in Health, Physical Education and Recreation, 17, 90. [4] Bilodeau, E. A., & Bilodeau, I. M. (Eds.) (1969). Principles of Skill Acquisition. New York: Academic Press. [5] Brunelle, J.(1980). L’efficacité de l’intervenant dans l’enseignement de l’activité physique. In C. H. Nadeau., W. R. Halliwell, K. M. Newell, & G. C. Roberts (Eds.), Psychology of Motor Behavior and Sports (pp. 675-689). Champaign, IL: Human Kinetics. [6] Brunelle, J., Spallanzani, C., Lord M., & Petiot, B. (1983). Analyse du climat pédagogique par le biais des réactions des éducateurs physiques en situation d'enseignement. Canadian Association for Health Physical Education and Recreation Journal, 49, 15-18, 30. [7] Chevalier (2004). Apprentissage moteur: cahier d’accompagnement—KIN 2300. Librairie Coop. UQAM. [8] Chiviacowsky, S., & Wulf, G. (2005). Self-Controlled Feedback Is Effective If It Is Based on the Learner’s Performance. Research Quarterly for Exercise and Sport, 76, 42-48.
http://dx.doi.org/10.1080/02701367.2005.10599260 [9] Durand, M. (1992). L’enfant et le sport (3e édition). Paris: Presses universitaires de France. [10] Fishman, S. E., & Anderson, W. G. (1971). Developing a System for Describing Teaching. Quest, 15, 9-16.
http://dx.doi.org/10.1080/00336297.1971.10519696 [11] Galligan, J. J., LePard, K. J., Schneider, D. A., & Zhou, X.P. (2000). Multiple mechanisms of fast excitatory synaptic transmission in the enteric nervous system. Journal of the Autonomic Nervous System, 81, 97-103.
http://dx.doi.org/10.1016/S0165-1838(00)00130-2 [12] Goldberger, M., & Gerney, P. (1986). The Effect of Direct Teaching Styles on Motor Skill Acquisition of Fifth Grade Children. Research Quarterly for Exercise and Sport, 57, 215-219.
http://dx.doi.org/10.1080/02701367.1986.10605399 [13] Guadagnoli, M. A., & Kohl, R.,M. (2001). Utilization of Knowledge of Results for Motor Learning: Relationship between Error Estimation and Knowledge of Results Frequency. Journal of Motor Behavior, 33, 217-224.
http://dx.doi.org/10.1080/00222890109603152 [14] Magill, R. A. (2011). Motor Learning and Control: Concepts and Applications (9th ed.). New York: McGraw Hill. [15] Mason, J. (1996) Expressing Generality and Roots of Algebra. In N. Bednarz, C. Kieran, & L. Lee (Eds.), Approaches to Algebra: Perspectives for Research and Teaching (pp. 65-86), Dordrecht: Kluwer Academic Publishers.
http://dx.doi.org/10.1007/978-94-009-1732-3_5 [16] Nicaise, V., Cogérino, G., Bois, J., & Amorose, A. J. (2006). Students’ Perceptions of Teacher’s Feedback and Physical Competence in Physical Education Classes: Gender Effects. Journal of teaching in Physical Education, 25, 36-57. [17] Petracek, R. J. (1978). The Effect of Three Assessment Feedback Schedules on Attitude toward Physical Activity and Self Concept. Completed Research in Health, Physical Education and Recreation, 20, 283-284. [18] Piéron, M. (1980). Feedback (Rétroaction) et modification du comportement des apprenant: analyse en situation d'enseignement. In C. H. Nadeau., W. R. Halliwell, K. M. Newell, & G. C. Roberts (Eds.), Psycholoogy of Motor Behavior and Sport (pp. 526-534). Champaign, IL: Human Kinetics. [19] Piéron, M. (1986). Enseignement des activités physiques. Observation et recherche. Liège: Presses Universitaires de Liège. [20] Piéron, M. (1992). Pédagogie des activités physiques et du sport, Ed. Revue EPS, Paris. [21] Piéron, M., & Devillers, C. (1980). Multidimensional Analysis of Informative Feed-Back in Teaching Physical Activities. In: G. Chilling, & W. Baur (Eds.), Audiovisual Medium in Sport. Moyens audiovisuels dans le sport. Audiovisual means in sport, base (pp. 277-284). City name: Birkhauser Verlag. [22] Prato, D. J. (1975). The Effects of Three Terminal Augmented Feedback Conditions upon the Acquisition of Motor Skill in Bowling. Dissertation Abstracts International, 36, 6537. [23] Robertson, E. M., Pascual, L., & Miall, R. C. (2004). Concepts in procedural consolidation. Nat Rev Neurosci., 5, 576-582.
http://Dx.Doi.Org/10.1038/Nrn1426 [24] Salmoni, A., Schmidt, R. A., & Walter, C. B. (1984). Knowledge of Results and Motor Learning: A Review and Critical Reappraisal. Psychological Bulletin, 95, 355-386.
http://dx.doi.org/10.1037/0033-2909.95.3.355 [25] Schmidt, R. A. (1991). Frequent Augmented Feedback Can Degrade Learning: Evidence and Interpretations. In. J. Requin, & G. E. Stelmach (Eds.), Tutorials in Motor Neuroscience (pp. 59-75). Amsterdam: Kluwer Academic.
http://dx.doi.org/10.1007/978-94-011-3626-6_6 [26] Schmidt, R. A., & Wrisberg, C. A. (2008). Motor Learning and Performance: A Situation-Based Learning Approach (4th ed.). Champaign, IL: Human Kinetics. [27] Shea, J. B., & Morgan, R. L. (1979). Contextual Interference Effects on the Acquisition, Retention, and Transfer of a Motor Skill. Journal of Experimental Psychology: Learning, Memory and Cognition, 5, 179-187.
http://dx.doi.org/10.1037/0278-7393.5.2.179 [28] Siedentop, D. (1994). Apprendre à enseigner l’éducation physique. Montmagny: Edition Marquis. [29] Swinnen, S. P., Schmidt, R. A., Nicholson, D. E. & Shapiro, D. C. (1990). Information Feedback for Skill Acquisition: Instantaneous Knowledge of Results Degrades Learning. Journal of Experimental Psychology: Learning, Memory and Cognition, 16, 706-716.
http://dx.doi.org/10.1037/0278-7393.16.4.706