Memory for Movement Sequences in Gymnastics: Effects of Age and Skill Level

The authors studied the performances of 8- to 13-year-old skilled (n = 30) and less skilled (n = 30) gymnasts on a gymnastics routine recall task by examining the role of memorization strategies and imagery ability. Subjects had to reproduce 3 movement sequences presented on videotape. The number of trials needed to achieve correct recall, the strategies employed, and the subjects' imagery ability were analyzed. Recall performance improved with age and skill level. Movement labeling was the most prevalent strategy used; its frequency increased with age, although it did not lead to better recall performance. Performance was higher, however, among subjects with better imagery skills. The role of strategy development in the age-related improvement in memory performance was not clearly demonstrated. The effect of skill level is interpreted in terms of knowledge bases and kinesthetic movement encoding.     

Influence of Experience on Postural Control: Effect of Expertise in Gymnastics

The authors investigated how expertise in motor skills that require fine postural control, such as gymnastics, influences postural regulation. Gymnasts and nongymnasts performed a postural stabilization task after anterior-posterior destabilization while looking at a target in front of them. The authors recorded and analyzed the center of pressure and the ankle, knee, and hip displacements. Gymnasts were able to react rapidly after destabilization to decrease their center of pressure and the angular movements. Moreover, they used their knees to stabilize posture, whereas the nongymnasts used their hips. These findings suggest that specific postural experience modifies the ability to coordinate and regulate posture. The authors discuss these results from an ecological perspective.     

VIDEO MODELING BY EXPERTS WITH VIDEO FEEDBACK TO ENHANCE GYMNASTICS SKILLS

The effects of combining video modeling by experts with video feedback were analyzed with 4 female competitive gymnasts (7 to 10 years old) in a multiple baseline design across behaviors. During the intervention, after the gymnast performed a specific gymnastics skill, she viewed a video segment showing an expert gymnast performing the same skill and then viewed a video replay of her own performance of the skill. The results showed that all gymnasts demonstrated improved performance across three gymnastics skills following exposure to the intervention.