보강적 피드백의 제시시기와 제시방법에 따른 리듬체조 후프 동작 학습의 효과 = The Effects of Learning for Hoop Movements on Timing and Method of Augmented Feedback in Rhythmic Gymnastics

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the effects of learning a hoop movement on timing and method of augmented feedback in rhythmic gymnastics. The sixty subjects (30 males & 30 females) were selected from adults (ranging from 20 to 29 years) in Seoul, Korea. The subjects were randomly assigned to 6 different conditions groups: Concurrent Visual Feedback (experimental group 1), Concurrent Visual Feedback (experimental group 2), Concurrent Visual +Verbal Feedback (experimental group 3), Terminal Visual Feedback (experimental group 4), Terminal Verbal Feedback (experimental group 5), Terminal Visual+Verbal Feedback (experimental group 6). Each experimental group participated in 5 sequential movements of hoop skill tasks, was carried out 2 (feedback timing)×3 (feedback method)×5 (block) factorial design with repeated measures on the last factor. All post hoc analyses used the Tukey`s HSD for difference between motor performance and learning on timing and method of feedback. Also, retention and delayed retention stages analyzed by 3-way ANOVA. Data analyses were derived through the use of Statistical Package for Social Science (SPSS 10.0). The following results are based upon the findings of this study: 1) there were not significant differences between concurrent feedback and terminal feedback in the movement performance scores, 2) there were significant differences between visual feedback and verbal feedback in the movement performance scores and then visual feedback was higher than verbal feedback in the movement performance scores, 3) there were not significant differences between Visual feedback and mixed feedback in the movement performance scores, 4) there were significant differences between mixed feedback and verbal feedback in the movement performance scores and then mixed feedback was higher than verbal feedback in the movement performance scores, 5) there were significant differences in the blocks and according to the increase of blocks, the movement performance scores of each block became higher. In conclusion, regarding the feedback timing, there were not significant differences when the process or the end of movement performance received feedbacks. Visual or visual+verbal feedback was more effective than verbal feedback in the method of feedback.