Author(s): FOGLIATA, A., DELVECCHIO, A., AMBRETTI, A., Institution: UNIVERSITÀ TELEMATICA PEGASO, Country: ITALY, Abstract-ID: 317

INTRODUCTION:
This study delves into the intricacies of evolutionary motor teaching, based on the Sincrony methodology, and explores how different instructional approaches focused on the causes or effects of movement can influence athletic jumping performances in adolescents. The objective was to assess whether specific linguistic instructions, selected based on the biomechanical study of the gesture, could optimise athletic execution during crucial phases of growth and learning
METHODS:
We employed an experimental setting, using ChronoJump Boscosystem and dual experimenters to measure jumping performances in 49 female adolescents aged between 13 and 14 years. Athletes were selected based on BMI (average=14-16), heart rate per minute (average=70-80), and respiratory rate per minute (average=25-30) to reduce sample variability. All athletes performed the same number of training hours weekly and had been practising jumping sports for an equal number of years. They were all tested on three different types of jumps: Squat Jump (SJ); Abalakov or counter-movement jump with free arms (ABK) and Drop Jump (DJ). Each type of jump consisted of 9 attempts per session, based on three different experimental instructions, 3 jumps per type in the same session. A familiarisation session was conducted before the experimental trial to acclimatise to the tests, setting, and instructional methods requested by the experimenters. The session instructions for each jump were: cause-based instruction ("push down"); effect-based instruction ("jump high"); and generic descriptions of the Tests execution modality. Performance results were calculated based on the average height of the jumps (h), the power exerted by the lower limbs, the acceleration at the start, and strength.

The jumping sessions and their instructions were randomised among the subjects. All subjects completed all three sessions in the same day, allowing only the necessary time for muscular recovery between them.

RESULTS:
ANOVA analyses conducted over the years have revealed statistically significant differences in various jumping performance variables. For jump height (h), the results with a p-value <0.00001 indicate significant differences between types of jumps. Similarly, power showed an F-value of 9.085399 and a p-value less than 0.00001, indicating improvements for jumps performed on cause command. In contrast, strength (F-value of 0.84973, p = 0.467604) and speed (F-value of 0.849091, p = 0.467944) did not show significant differences. The results of the Tukey HSD post-hoc test further outlined these differences, finding substantial improvements in power and height compared to the other two typologies
CONCLUSION:
These findings suggest that while strength and speed do not show significant variations among different types of jumps, jump height and power are strongly influenced by the type of command requested. Commands focusing on the mechanical cause of the action have proven more effective than others. The study thus highlights the importance of teaching strategies, suggesting that teaching based on the causes of movement is likely more effective in optimizing jumping performances compared to teaching based on effects, given equal technique. Further research is underway to explore how cause-based training affects long-term motor learning.