Use of Different Teaching Strategies During the Practical Teaching of Weightlifting in the Sports Science Degree

  1. Á. Carnero-Díaz 1
  2. A. Lara-Bocanegra 1
  3. A. Muñoz-Llerena 1
  4. V. Alcaraz-Rodríguez 1
  1. 1 Universidad de Sevilla

    Universidad de Sevilla

    Sevilla, España


Education, Sport, Health and Physical Activity (ESHPA): International Journal

ISSN: 2603-6789

Year of publication: 2023

Volume: 7

Issue: 2

Pages: 149-160

Type: Article

DOI: 10.5281/ZENODO.8188648 DIALNET GOOGLE SCHOLAR lock_openDIGIBUG editor

More publications in: Education, Sport, Health and Physical Activity (ESHPA): International Journal


Introduction: Teaching Olympic movements is a difficult process due to the inherent nature of the movements themselves. To promote learning, different teaching strategies are used. The different teaching strategies have unique characteristics that modulate learning. Aim: The objective of this study is to conduct a pilot test to compare the influence of different types of instruction in teaching these types of lifts. Methods: 35 students with no prior experience in sports science were evaluated. One group received instructions related to implicit teaching strategies (N=14) while the other was instructed through explicit teaching strategies. The snatch movement was the main content of the 1.5-hour class. Affective responses were assessed in different elements such as mental effort to understand the instructions, mental effort to achieve the task objective, and improvement in exercise performance. Results & discussion: Results show that implicit instructions generated a mental load to understand of 2.71, 2.71 to achieve the objective, and a 32.2% improvement in task performance. Explicit instructions yielded results of 3.14, 3.76, and 15.8%, respectively. Conclusions: Implicit instructions provided greater improvements in task performance, as well as better affective responses during the technical learning of the snatch lift. Coaches and teachers can rely on these teaching strategies as an alternative to traditional teaching with high explicit knowledge.

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