Analysis of the Impact of the Active Feedback on the Quality of Motor Learning in Athletics: Case of the Teaching of the Long Jump

Abstract

The goal of our research is to test the effect related to the time of use of the technical and pedagogical feedback during the teaching act, or just after the delivery of the student, on the quality of young learner’s motor learning during an athletic activity cycle. To do so, we conducted a study population. It consisted of two physical education teachers, not athletics, with professional experience of 5 years working in two preparatory schools with similar working conditions (the same sports infrastructure and the same class size in the order of 25). These two pedagogical frameworks were observed during the teaching of athletic activity, namely the long jump for students in the 7th base year. Indeed, the population of the observed learners belongs to the middle class; the average age is ±13 years old. They do not have the driving experience in terms of practice of the long jump. The measured height of students is between 1.25 m and 1.42 m and their body mass are between 44 kg and 56 kg. The analysis of the results allowed us to see the importance of the feedback instrument introduced in the motor learning or after their achievements. This resulted in improved techniques of executions of the different elements of the jump and the quantitative performance of students in both classes. In fact, motor learning considers the feedback as a critical element of the pedagogical relationship, and therefore it should be one of the major concerns of teachers when they focus on the motor skills to be learned.