The Influence of Different Teaching Methods on Motor Learning in 5^th Grade School Children

Background: Augmented feedback and observational learning are essential factors in motor skill learning.

Aim: To investigate different teaching methods for children in 5^th grade by learning lacrosse.

Methods: Ninety-seven 5^th graders performed lacrosse two times a week for 40 minutes in their sport class, for five weeks. Participants were divided into four groups: feedback (A; n=22), observation (B; n=20), combination of feedback and observation (C; N=20) and control group without lacrosse training (D; n=35). A pre-post-retention test design was used. After pretest (T1) and a five-week training program, post-test (T2) was conducted following the last training session. Four weeks later the retention test (T3) followed. The test battery included throwing and catching of straight and variable balls in lacrosse. Physical activity and emotions were used as moderator variables.

Results: No significant interaction between test time and learning group was found for the straight and variable catching task from T1-T2 and T2-T3. For variable catching (T2-T3), all groups, except group B, improved their performance. The throwing task revealed a significant interaction between test time and learning group for both intervals. From T1 to T2 a significant improvement of group A, B, C and a significant decline for the control group were found. Post Hoc showed no significant differences from T2-T3.

Conclusion: The present findings suggest that for 5^th graders, augmented feedback, observational learning and their combination improved lacrosse performance after a five-week training.