Instructional strategies to enhance motor performance in female youth athletes

Abstract

Problem Statement: During pre-adolescence and adolescence, motor development is influenced by maturation processes that impact coordination and strength abilities. Using simple, well-practiced tasks with competitive young female athletes presents an opportunity to isolate the effects of various instructional approaches (Cause-based, Effect-based, and Technical) during these critical developmental stages. This enables an exploration of how and whether these strategies can enhance motor learning. Approach: Ninety-six athletes were selected based on their competitive experience, training frequency, and medical-postural evaluations. After a one-week familiarization period, participants completed two experimental sessions, each separated by 72 h. Vertical jump performance [Squat Jump (SJ), Countermovement Jump (CMJ), and Drop Jump (DJ)] was evaluated using the BoscoSystem platform, while isometric strength was assessed with dynamometers. Each evaluation incorporated the three instructional explanation approaches. Purpose: This study explored the effects of three instructional explanation approaches (Cause-based, Effect-based, and Technical) on the motor performance of pre-adolescent (mean age = 13.5 years) and adolescent (mean age = 15.1 years) female volleyball players. Results: The Cause-based approach led to significant enhancements in jump height (p < 0.0001) and power (p < 0.0001), with more pronounced effects noted in the SJ and CMJ. These improvements were particularly evident in pre-adolescents, while the effects were less pronounced in older adolescents. No significant differences were observed in isometric strength (p > 0.05). Conclusions: Cause-based explanations are especially effective for individuals with lower relative motor maturation. This suggests that instructional strategies should be customized not only based on age but also considering competitive experience and readiness for motor learning.