Multisensory feedback in gymnastics education: a kinematic study on skill acquisition in youth athletes

Abstract

Background: Feedback 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. Methods: Sixty 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. Results: Significant Group × Time interactions were observed for the Back Scale (Knee-Knee) (F = 3.375, p = .020, η2 = .106), Back Scale (Shoulder-Knee) (F = 32.662, p < .001, η2 = .534), and Split Jump (F = 3.510, p = .023, η2 = .110), indicating that performance improvements differed across feedback conditions. Mixed feedback generally led to greater improvement than visual or verbal feedback for these skills. In contrast, although Front Scale performance improved over time, the Group × Time interaction was not statistically significant (F = 1.680, p = .160), suggesting that improvement patterns did not differ significantly among feedback modalities for this skill. Across all analyses, verbal feedback alone tended to produce smaller improvements than mixed or visual feedback. Conclusion: The 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.