The Effects of Differential Learning on the Standing Broad Jump

Abstract

In this investigation, we examined the influence of two approaches of motor skill learning (differential learning and repetition-based) for an explosive motor skill. Twenty-seven individuals completed four training sessions of a standing broad jump task, presented with either differential training or a repetition-based approach. We collected pre-and post-training assessments that included maximal jump distances used to index performance and the recording of ground reaction forces to determine potential biomechanical changes (normalized vertical ground reaction force – GRFvert, rate of force development – RFD, and horizontal take-off velocity - Vhor). Results showed that differential training exhibited greater jump distances than repetition-based training ( p < .001) but no training effect was found for jump distances between pre- and post-assessments for either training approach ( p = .15). However, a significant increase occurred for Vhor with greater velocities achieved following training ( p = .03). Overall, differential training failed to show the expected performance enhancements for a discrete, explosive motor task; this may be related to limited exposure and task specific demands of the movement. Further research is needed to better understand the task factors influencing skill acquisition from differential training.