Effect of video feedback on “hoop throw” skill of rhythmic gymnastics practitioners in different learning stages

Abstract

Background: Video feedback has been considered important for learning complex motor skills. However, little is known about the effect of this type of visual feedback for learners in different stages of motor learning. Aim: To analyze the effect of video feedback on "hoop throw" learning by beginner and experienced Rhythmic Gymnastics (RG) learners. Method: Sixteen girls, aged 10-14 years old, participated in the study, composing the Group Beginner (GB = 10 RG practitioners for a maximum of one year) and the Group Experienced (GE = 6 RG practitioners for at least two years). The study consisted of four experimental phases: Pre-Test, Acquisition, Post-Test and Retention. Analyses of variance were used to compare the performance of each group among experimental phases. Results: For GB, the performance was significantly inferior in the Pre-Test compared to the performance in the Acquisition and Retention Phases, characterizing success in the learning process. For GE, no significant performance differences were observed among experimental phases. Interpretation: Video feedback has positive effect on the complex motor learning process, especially for individuals in the initial stage of learning.