O conhecimento de perfomance visual e verbal na aquisição de uma habilidade motora do judô

Abstract

Learning motor skills is a complex process, influenced by different factors, including feedback. Feedback consists of feedback about the movement performed. The extrinsic or increased feedback, supplementary information on the movement performed, can be provided in various ways. The performance knowledge (KP) provides information to help the learner to improve the aspects of the learning of abilities because it is related to the pattern of movement. The present study had as objective to investigate the effects of different means of delivery of KP (visual, verbal and visual + verbal) in the acquisition of a judo motor skill. The sample consisted of adults between 18 and 35 years old of both sexes, inexperienced in the task and practice of judo. Twenty-six participants were randomly divided into three groups (n = 12): Visual KP group in which the learners received KP through video; Group KP verbal apprentices received KP verbally by the experimenter; Group KP visual and verbal apprentices received visual KP through video and verbal KP through the experimenter, alternately. The study presented: pre-test; acquisition phase; post-test and retention test. In the pre-test the participants watched a video containing verbal instruction and demonstration of how to execute the coup. The acquisition phase consisted of three consecutive days of practice, with 30 attempts each day, in which KP was provided according to each group. The post-test was performed ten minutes after the acquisition phase, to determine the level of performance after the practice period. The retention test was performed one week after the acquisition test, the participants performed the same procedure, but with no previous information and no KP supply to determine retention of the ability. The task used in the present experiment was the Tai Otoshi judo stroke. The instrument was the evaluation check list of the Tai Otoshi judo coup and the videos of the apprentices were evaluated by three experts. The results found in this study showed a significant difference between the groups, with superior performance of the visual / verbal KP group and suggest that both types of KP (visual / verbal) were provided, because with only visual information the participants were not able to identify their own errors and with verbal information alone were not able to maintain post-test performance in the retention test. It was concluded that, in the learning of complex motor skills such as judo strokes that require an appropriate pattern to provide both types of KP (visual and verbal), in a real teaching-learning situation.