Effect of Two Instructional Strategies on Acquisition of a Shooting Task

Abstract

This study investigated the effect of two instructional strategies, (a) utilization of kinesthetic feedback and (b) prediction of knowledge of results on performance of a shooting task. 112 university students enrolled in the basic physical education program were assigned to one of four conditions, (a) kinesthetic feedback, (b) prediction of knowledge of results, (c) a combination of the first two conditions, and (d) a control group. Subjects received seven days of instruction with practice in the prone shooting position. The results supported the hypothesis that the group who received the two instructional strategies was significantly more effective than the control group on the given shooting task. The findings are related to how instruction should be designed for the acquisition of closed skills.