Effect of two running technique training programs on procedural learning, conceptual learning and efficacy perception

Abstract

The purpose of the study was to analyze the effect of two training programs integrated into the warm-up and composed of running technique exercises on quality of technique, displacement speed, theoretical knowledge, and efficacy perception of running execution in pre-pubertal children. The sample was composed of 16 children (10 girls and 6 boys) from a track and field extracurricular activity in a track club in the Region of Murcia, Spain. The study’s design was quasi-experimental between groups, with a pre-test, post-test, and re-test. The subjects were divided into three groups (two experimental and one control). The treatment lasted 15 sessions (5 weeks) and consisted of six minutes integrated into the warm-up. Group 1 executed exercises focused on learning the skill. Group 2 executed exercises focused on learning the skill as well as exercises focused on physical conditioning of the skill. Group 3 was the control group, and did not execute any type of treatment. The independent variable was the treatment (exercise execution and type) and the dependent variables were the degree of fulfillment of the key features of running, the speed of displacement (30 meters fly), theoretical knowledge, and efficacy perception. The statistical tools utilized were the t-test for dependent samples and the t-test for independent samples. The application of running technique exercises during five weeks does not produce improvements in technique quality or in the conceptual aspect of running. The execution of exercises focused on the learning of the skill improves efficacy self-perception and movement time. This learning is maintained after a period of time without training. Training with both exercises focused on learning the skill as well as exercises focused on physical conditioning of the skill improves displacement time but this is not maintained after a period of time without training.