a 2016

Extrinsic feedback in martial arts training

VÍT, Michal, Zdenko REGULI a Jitka ČIHOUNKOVÁ

Základní údaje

Originální název

Extrinsic feedback in martial arts training

Autoři

Vydání

5th World Scientific Congress of Combat Sports and Martial Arts, 2016

Další údaje

Jazyk

angličtina

Typ výsledku

Konferenční abstrakt

Obor

Sport a aktivity volného času

Stát vydavatele

Česká republika

Utajení

není předmětem státního či obchodního tajemství

Odkazy

Organizační jednotka

Fakulta sportovních studií

ISSN

DOI

Klíčová slova česky

úpoly; bojová umění; úpolové sporty; motorické učení; vnější zpětná vazba

Klíčová slova anglicky

martial arts; combat sports; motor learning; extrinsic feedback

Štítky

Příznaky

Mezinárodní význam, Recenzováno
Změněno: 7. 4. 2017 12:35, Alena Marečková

Anotace

V originále

Variety of factors play important role in the process of acquiring motor skills.One of crucial factors is feedback, which is the information about the movement provided to the learner during and after a movement. That is why two kind of feedback are described in the kinesiology theory – intrinsic and extrinsic feedback. We are focusing on differences between two kind of extrinsic feedback (verbal and video) in the traditional martial arts training. 21 students in the forth semester of the study programme Special Education of Security Bodies at Masaryk University, 18 (M) and 3 (F) in average age 22.1, were involved in the study. Techniques of martial art aikido were thought in one particular educational unit by using extrinsic verbal feedback from teacher firstly and afterwards by using extrinsic video feedback. Students evaluated their own performance more strictly by using video feedback (M=2.81) in comparison with verbal feedback (M=2.67). They considered the video feedback method more effective (M=1.86) the verbal feedback (M=2.10). Significant difference was in their evaluation of amusing nature of the training, where verbal feedback was less amusing (M=2.71) than video feedback (M=1.95). On the other hand, video feedback was in average more confusing (M=1.52) for students than the verbal feedback (M=1.43). Although average number of details, which students were focusing on were higher by verbal feedback (M=4.29) than by video feedback (M=3.52), we consider this difference influenced by fatigue. Results show that use of extrinsic video feedback is considered by students more effective than extrinsic verbal feedback. Students were more critical when they saw their own execution of techniques on video. Also, use of video feedback was evaluated more amusing. We assume, there is connection between effectivity and amusing nature of training.