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Article: Effects of a learning model and augmented feedback on tennis skill acquisition.
- Article from:
- Research Quarterly for Exercise and Sport
- Article date:
- September 1, 1994
- Author:
CopyrightCOPYRIGHT 1994 American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD). This material is published under license from the publisher through the Gale Group, Farmington Hills, Michigan. All inquiries regarding rights should be directed to the Gale Group. (Hide copyright information)
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Motor skills involve specific movement patterns and outcomes. For those skills common to physical education and sport, developing appropriate technique is critical. In some sports, such as gymnastics or diving, performance is judged according to how closely the athlete's movements match a criterion pattern. In others (e.g., tennis and golf), success is based on outcomes that are dependent on technique. Therefore, it is not surprising that practitioners emphasize movement patterns in most of their interactions with learners (Fishman & Tobey, 1978; Landin, Hebert, & Cutton, 1989). This movement-related information is provided via verbal feedback and modeling.
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