AUTHOR=Niźnikowski Tomasz , Arnista Paweł , Sadowski Jerzy , Mastalerz Andrzej , Romero-Ramos Oscar , Fernández-Rodríguez Emilio , Łuba-Arnista Weronika , Biegajło Michał , Różański Paweł , Niźnikowska Ewelina , Karaś Andrzej , Kuśmierczyk Piotr , Nogal Marta 

TITLE=Enhancing the learning of sports skills through verbal feedback

JOURNAL=Frontiers in Sports and Active Living

VOLUME=Volume 7 - 2025

YEAR=2025

URL=https://www.frontiersin.org/journals/sports-and-active-living/articles/10.3389/fspor.2025.1519365

DOI=10.3389/fspor.2025.1519365

ISSN=2624-9367

ABSTRACT=IntroductionA critical aspect of motor skill acquisition is the feedback provided to the learner. Numerous studies have attempted to identify the most effective approach to providing feedback to individuals in the process of learning or refining motor skills. We investigated to determine the effectiveness of verbal feedback in learning the round-off back somersault on the balance beam with stable landing.MethodsThe research material consisted of female gymnasts (n = 16). They were randomly assigned to one of two groups: FKE group (n = 8) with feedback on key elements, or FAE group (n = 8) with 100% feedback on all errors made in the phase structure of the task.ResultsBased on research, it was established that key elements could be identified in the preparatory, main and final phases. Mixed ANOVA showed that significant differences (p < 0.05) were noted due to the teaching method used (Group x Time factor) when performing the gymnastic routine of round-off back somersault with stable landing on the balance beam. Based on the Welch t test for independent data it was revealed that the group with feedback on the key elements obtained significantly higher mean scores from judges at the end of the experiment.DiscussionCoaches should strategically provide feedback on key errors to optimize training and potentially improve competition performance. The study concludes that the effectiveness of learning the round-off back somersault on the beam is enhanced by purposeful verbal feedback. Reducing the frequency of feedback and focusing on key elements rather than addressing all errors proves more beneficial. Further research is needed to study the role of feedback directed at key elements in learning complex routine with multiple degrees of freedom among elite athletes in practical settings.