Souissi Mohamed Abdelkader, Toumi Linda, Trabelsi Omar, Dergaa Ismail, Ghorbel Ahmed, Gharbi Adnene, Weiss Katja, Rosemann Thomas, Souissi Nizar, Knechtle Beat
Research Unit: Physical Activity, Sport and Health, UR18JS01, National Observatory of Sport, Tunis, Tunisia.
High Institute of Sport and Physical Education Gafsa, Gafsa university, Gafsa, Tunisia.
Sci Rep. 2024 Dec 30;14(1):31972. doi: 10.1038/s41598-024-83528-8.
This study investigates the effects of two blended learning strategies on improving tacking technique in Optimist sailing among children aged 11-13. Specifically, it compares video feedback with online written instructions (BLIV) and online written instructions only (BLI). Thirty-one children aged 11-13 years old were randomly divided into three groups with different learning strategies: BLIV, BLI, and a control group (CONT). Each participant completed a pre-test (T0) and a post-test (T1) following a four-session learning unit. Evaluations focused on (i) tacking technique, rated by three sailing coaches, (ii) execution time measured using Kinovea software, and (iii) theoretical knowledge, assessed through a test involving error detection in a novice's video. Statistical analyses revealed that the BLIV group demonstrated significant improvements at T1 in technical performance (p < 0.001, Hedges' g = 2.71), execution time (p = 0.006, Hedges' g = 1.14), and theoretical knowledge (p < 0.001, Hedges' g = 1.98), outperforming the BLI and CONT groups in tacking performance. These findings underscore the effectiveness of the BLIV strategy in enhancing learning outcomes in environments with high levels of sensory distractions. By facilitating a deeper understanding of technique and error correction, this technology-enhanced instructional approach shows promise as a valuable tool for teaching complex motor skills in sports. The research findings suggest that BLIV demonstrates significant improvements in sailing skills, execution time, and theoretical understanding among young sailors compared to other methods. The study advocates for the integration of blended learning approaches that combine in-class activities with delayed video-based feedback delivered online to enhance skill acquisition young sailors.
本研究调查了两种混合学习策略对提高11至13岁儿童在奥普蒂斯特帆船比赛中抢风转向技术的影响。具体而言，它比较了视频反馈与在线书面指导（BLIV）和仅在线书面指导（BLI）的效果。31名11至13岁的儿童被随机分为三组，采用不同的学习策略：BLIV组、BLI组和对照组（CONT）。每位参与者在完成一个四节学习单元后，进行了一次前测（T0）和一次后测（T1）。评估重点包括：（i）由三名帆船教练评定的抢风转向技术；（ii）使用Kinovea软件测量的执行时间；（iii）通过一项涉及新手视频错误检测的测试评估的理论知识。统计分析表明，BLIV组在T1时的技术表现（p < 0.001，Hedges' g = 2.71）、执行时间（p = 0.006，Hedges' g = 1.14）和理论知识（p < 0.001，Hedges' g = 1.98）均有显著提高，在抢风转向性能方面优于BLI组和CONT组。这些发现强调了BLIV策略在感官干扰程度较高的环境中提高学习成果的有效性。通过促进对技术的更深入理解和错误纠正，这种技术增强的教学方法有望成为体育中教授复杂运动技能的宝贵工具。研究结果表明，与其他方法相比，BLIV在年轻水手的帆船技能、执行时间和理论理解方面有显著提高。该研究主张将混合学习方法相结合，即将课堂活动与在线提供的延迟视频反馈相结合，以提高年轻水手的技能习得。
