The aim of this study is to test the efficacy of an alternative teaching strategy called Method of Amplification of Error (MAE) and to compare the relative effectiveness of MAE to the traditional direct instruction method (DI) and to a no-feedback control condition (C). MAE assumes that amplifying the subject’s “main” error in a given motor skill would allow him to better understand what is not-to-be-done, thereby correcting motor errors. Nine Regional and National weightlifters participated in the present study. The comparative study included 3 groups: DI feedback, MAE feedback and Control (C), without feedback. At the testing session each athlete performed 12 trials: 3 trials pre- training (T0), 6 trials feedback training and 3 trials post- training (T1). Each athlete performed the trials at 80% of the maximum weight lifted in the last competition with snatch technique. Kinematic and kinetic analyses were performed with a VICON system and two force plates. Mean values, standard deviation and percentage variations of the barbell’s maximum vertical velocity, the peak power, the horizontal and vertical displacement were used for the performance analysis. Results showed that the post-instruction performance in MAE group present a better performance than DI and C group in all variables considerate. As such, the reported results are consistent with the findings of other studies showing that MAE strategies can facilitate motor learning, as it seems to be addressed from an open, individualized perspective to help lifters build an efficient individual technical pattern.
Amplification of error:A learning strategy to improve motor skills
Corte, Stefano;MILANESE, Chiara
2012-01-01
Abstract
The aim of this study is to test the efficacy of an alternative teaching strategy called Method of Amplification of Error (MAE) and to compare the relative effectiveness of MAE to the traditional direct instruction method (DI) and to a no-feedback control condition (C). MAE assumes that amplifying the subject’s “main” error in a given motor skill would allow him to better understand what is not-to-be-done, thereby correcting motor errors. Nine Regional and National weightlifters participated in the present study. The comparative study included 3 groups: DI feedback, MAE feedback and Control (C), without feedback. At the testing session each athlete performed 12 trials: 3 trials pre- training (T0), 6 trials feedback training and 3 trials post- training (T1). Each athlete performed the trials at 80% of the maximum weight lifted in the last competition with snatch technique. Kinematic and kinetic analyses were performed with a VICON system and two force plates. Mean values, standard deviation and percentage variations of the barbell’s maximum vertical velocity, the peak power, the horizontal and vertical displacement were used for the performance analysis. Results showed that the post-instruction performance in MAE group present a better performance than DI and C group in all variables considerate. As such, the reported results are consistent with the findings of other studies showing that MAE strategies can facilitate motor learning, as it seems to be addressed from an open, individualized perspective to help lifters build an efficient individual technical pattern.
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