ArticleBMC sports science, medicine & rehabilitation2026
Multisensory feedback in gymnastics education: a kinematic study on skill acquisition in youth athletes.
Article in BMC sports science, medicine & rehabilitation, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT07082647 (The Importance of Different Types of Feedback in Sports Pedagogy), which is not on this map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
The Importance of Different Types of Feedback in Sports Pedagogy
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundFeedback is considered a fundamental component of motor skill learning, yet evidence comparing the effectiveness of visual, verbal, and combined feedback modalities in youth gymnastics remains limited. This study examined the effects of mixed (visual + verbal), visual, and verbal feedback on the acquisition of selected gymnastics skills using two-dimensional kinematic analysis.
methodsSixty female gymnasts aged 7-11 years were randomly assigned to mixed feedback (n = 20), visual feedback (n = 20), or verbal feedback (n = 20) groups. Participants completed an 8-week gymnastics training program. Performance in the Front Scale, Back Scale (Knee-Knee), Back Scale (Shoulder-Knee), and Split Jump was assessed at pre-test, mid-test, and post-test using Kinovea-based kinematic analysis. A mixed-design ANOVA was conducted to evaluate the effects of feedback modality, time, and the Group × Time interaction. Bonferroni-adjusted post hoc comparisons were performed where appropriate.
resultsSignificant Group × Time interactions were observed for the Back Scale (Knee-Knee) (F = 3.375, p = .020, η
conclusionThe findings indicate that the effectiveness of feedback modalities may depend on the specific gymnastics skill being learned. Mixed feedback appears particularly advantageous for skills requiring greater coordination and postural control, whereas no clear superiority of any feedback modality was observed for Front Scale performance. Integrating visual demonstrations with verbal instruction may therefore represent an effective strategy for enhancing motor skill acquisition in youth gymnastics.
trial registrationClinicalTrials.gov (NCT07082647). Registered retrospectively on July 15, 2025.
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