Author(s): KYSELOVICOVÁ, O., LAMOŠOVÁ, A., ZEMKOVÁ, E., Institution: COMENIUS UNIVERSITY IN BRATISLAVA, FACULTY OF PHYSICAL &EDUCATION AND SPORT, Country: SLOVAKIA, Abstract-ID: 841

INTRODUCTION:
Effective motor learning, particularly for young athletes, depends on appropriate feedback. In aerobic gymnastics, the acquisition of high-level skills relies heavily on coach-provided feedback. Coaches often utilize video, which allows learners to review their performances (self-modelling) or observe expert athletes (expert-modelling). This study investigates the effects of video modelling on straddle jump learning in youth gymnasts.
METHODS:
Eight gymnasts competing in the national development category (age 9 ± 1.5 years; sports age 4 ± 1.5 years) underwent a 24-day intervention program, focused on self-modelling followed by verbal feedback for the straddle jump. The intervention sessions, each lasting 30 minutes, were integrated into the gymnasts regular 90-minute training schedules, occurring three times per week. Before and after the intervention program, the straddle jump (the same element used in the intervention) was performed. A Samsung Galaxy s7 tablet and the Coach’s Eye app were used to provide video feedback. The gymnasts reviewed the recordings of their performances on the tablet. Each video was presented only once at normal speed and once in slow motion, immediately after the gymnast performed. Gymnasts performed six trials, of which the three best, based on specific criteria (e.g., height, form, landing, etc.), were chosen for expert technical analysis. Four international FIG-certified aerobic gymnastics judges evaluated the execution of the elements, divided into five subphases. In each subphase, they assigned deductions according to given instructions, based on the current Code of Points. The final score for each gymnast was calculated by averaging the scores from their three selected trials for pre- and post-tests.
RESULTS:
A significant improvement (p ≤ 0.05) between the pre- and post-test measurements was observed in the overall execution score (8.30 pts.) of the element. Notably, the approach and culmination subphases showed significant technical improvements (p ≤ 0.05), with the culmination subphase (+0.40 pts.) being critical for perfect form. Cohens d, calculated for the overall execution score, indicated a large effect (d = 0.74). A large effect size was observed in the approach (d= 0.80) and culmination subphases (d = 0.83).
CONCLUSION:
Self-modelling, followed by verbal feedback, significantly improves the execution of the straddle jump in young aerobic gymnasts. This specific technique is essential for coaches when teaching new skills. Our findings have important practical implications for athletes and coaches, highlighting the value of incorporating specific feedback methods to enhance athletic performance. Acknowledgments: This work was supported by the Scientific Grant Agency of the Ministry of Education, Research, Development and Youth of the Slovak Republic and the Slovak Academy of Sciences (Nos. 1/0725/23 and 1/0712/24).