The efect of self-regulated feedback on acquisition and learning the overhand service skill of novice female athletes in volleyball / Efecto del feedback autorregulado sobre la adquisición y el aprendizaje de la habilidad en el servicio de jugadoras noveles en voleibol / O efeito de auto-regulação feedback sobre aquisição e aprender a habilidade de seu ponto de serviço de atletas do sexo feminino iniciante no voleibol

The purpose of the present research was to study the effect of self regulated feedback on the acquisition and learning of the volleyball overhand service skill in novice female players 10-11 years old. Twenty-eight (28) novice female athletes aged 10-11 years old and with a 2- year training experience participated in this study. The female athletes were randomly divided into two groups, the experimental (n=14) and the control group (n=14). The athletes of both groups followed a five week training program with two units per week, which included drills for the learning of the service skill. The athletes of the experimental group were able to ask for feedback whenever they wished, while the athletes of the control group followed the program for learning the skill, taking feedback (knowledge of performance), whenever it was considered necessary by the coach. The results showed that there were significant differences between the two groups in learning the skill. Specifically, the experimental group was better at all the elements of the service skill, except for the throw of the ball, which apparently is due to lack of coordination of athletes at this age. It is suggested that coaches can use the self-regulated feedback, for better performance and learning and to develop athletes' internal cognitive processes (AU)

El propósito de la presente investigación fue estudiar el efecto de realimentación autorregulado en la adquisición y el aprendizaje de la habilidad de servicio volado de voleibol en los jugadores novatos femenino 10-11 años de edad. Veintiocho 28 atletas de principiante de 10-11 años de edad y con una experiencia de entrenamiento de 2 años participaron en este estudio. Los atletas fueron divididos aleatoriamente en dos grupos, el experimentales (n = 14) y el grupo control (n = 14). Los atletas de ambos grupos siguieron un programa de entrenamiento de cinco semanas con dos unidades por semana, que incluye ejercicios para el aprendizaje de la habilidad de servicio. Los atletas del grupo experimental fueron capaces de solicitar retroalimentación siempre que quisieran, mientras los atletas del grupo control siguieron el programa para el aprendizaje de la habilidad, tomando información (conocimiento de resultados), siempre se ha considerado necesario por la entrenador. Los resultados mostraron que hubo diferencias significativas entre los dos grupos en el aprendizaje de la habilidad. En concreto, el grupo experimental fue mejor en todos los elementos de la habilidad de servicio, excepto el tiro de la bola, que al parecer es debido a la falta de coordinación de los atletas de esta edad. Se sugiere que entrenadores pueden utilizar la retroalimentación autorregulada, para mejor rendimiento y aprendizaje y para desarrollar procesos cognitivos internos de los atletas (AU)

O objetivo da presente pesquisa foi estudar o efeito de auto regulação feedback sobre a aquisição e a aprendizagem da habilidade de voleibol serviço overhand em jogadoras de noviço 10-11 anos de idade. Vinte e oito 28 atletas do sexo feminino iniciante com 10-11 anos de idade e com uma experiência de formação de 2 anos participaram do estudo. As atletas foram divididas aleatoriamente em dois grupos, o experimentais (n = 14) e grupo controle (n = 14). Os atletas de ambos os grupos seguiram um programa de treinamento de cinco semanas com duas unidades por semana, que incluiu exercícios para a aprendizagem da habilidade serviço. Os atletas do grupo experimental foram capazes de pedir feedback sempre que quisessem, enquanto os atletas do grupo controle seguiram o programa para aprender a habilidade, levando o gabarito (conhecimento de desempenho), sempre que considerou necessário pela treinador. Os resultados mostraram que houve diferenças significativas entre os dois grupos em aprender a habilidade. Especificamente, o grupo experimental foi melhor em todos os elementos de habilidade o serviço, exceto para o arremesso da bola, que aparentemente é devido à falta de coordenação dos atletas nesta idade. Sugere-se que treinadores podem usar o feedback de auto regulação, para melhor desempenho e aprendizagem e para desenvolver processos cognitivos internos dos atletas (AU)

Differences in self-reported perceived and objective measures of duration and intensity of physical activity for adults in skiing.

The effect of physical activity (PA) on health is well documented. The assessment of PA is a valuable and important issue, however, there are several methodological issues among the available methods of measurement that may have implications for the prevention of specific diseases. The purpose of this study was to examine the differences between an objective method of measurement and the subjective estimation of the PA for novice skiers. Seventy-five students aged 19-21 years old with no previous experience in ski participated in this study. Participants wore a heart rate monitor during practice in order to record the exercise intensity. Simultaneously, a trained observer recorded their time on task. A day after the objective measurement, the participants filled a questionnaire in order to estimate their perceived exertion during practice as well as their perceived time on task. The results showed (1) differences between the observed time on task and the perceived recalled time, (2) no differences overall between the recorded and perceived recalled intensity of exercise but when groups were split according to their objective intensity a difference was found for each group respectively. Participants overall had overestimated the time on task, but they had underestimated the intensity of their effort recalled 1 day after their practice. These results raise the question whether a questionnaire as method of measuring PA is reliable, especially when it is used to estimate energy expenditure. However, further studies must be made in order to examine the implications of such a question.