Knowledge of performance, skill level and performance on the balance beam.

Knowledge of performance (KP) using video-tape replay (VTR) was given to a group of girls aged 12--13, n = 8, learning to perform a beginning balance beam routine. A control group (n = 8) was taught utilizing conventional information feedback. Performance was assessed by three U.S. Federation Gymnastic judges after four weeks and again after six weeks. All S's in the experimental group were judged to be at the associative learning stage. The data were analyzed using a mixed repeated measures design with one between and one within subjects variables. A significant treatment effect (F = 48.7, alpha less than or equal to .01) and treatment by group interaction (F = 19.21, alpha less than or equal to .01) resulted. The experimental group was responsible for the bulk of the significance and it was therefore concluded th KP via VTP for S's in the associative learning stage was beneficial.