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Background: The aim of this study was to determine differences in stroke length and swimming time over a distance of 25m in a control and an experimental group from the provision of immediate verbal feedback. Material/Methods: The study involved 10 people practicing swimming. They were divided into an experimental and a control group. The subjects performed four trials, swimming the front crawl technique at the distance of 25 meters with a maximum speed. A specially designed research tool enabled the swimmers to obtain immediate verbal feedback during the test. In the control group no immediate verbal feedback was provided. In the experimental group the immediate verbal feedback was provided for the whole duration of swimming. Results: In the experimental group the average swimming stroke length with the front crawl technique has increased by 2.63% and the average swimming time decreased by 4.34% through the provision of immediate verbal feedback. Conclusions: In the experimental group, which obtained immediate verbal feedback, an increase in the average stroke length and a reduction in the average swimming time at the distance of 25m were observed. Word count: 4,876 Tables: 3 Figures: 4 References: 32 Received: January 2012 Accepted: May 2012 Published: June 2012 Corresponding author: Stefan Szczepan MSc Department of Swimming University School of Physical Education, Wroclaw al. I. J. Paderewskiego 35 (Swimming pool) 51-612 Wrocław, Poland Phone: +48 71 347 3404 Fax: +48 71 347 3450 E-mail: Stefan.Szczepan@awf.wroc.pl K. Zatoń, S. Szczepan, The Effect of Immediate Verbal Feedback on the Efficiency and the Effectiveness of Swimming 92 Introduction A motor learning process is associated with information processing during and after performing a motor activity [1]. This approach is based on a thesis that people receive and process information available in the environment in order to perform certain motor activities. Conditions in which a person performs a particular motor activity and quality of information reaching him or her have a significant influence on the motor learning process and its final execution [2]. Help for people learning motor activities can be provided by extrinsic feedback (augmented feedback) and obtained visually, aurally or in a tactile way [3]. The term “feedback” refers to information about motor activity consequences derived from the sense organs of its performer [2] but it is also a process in which information enters the information processing system in order to control motor activity [2]. According to Bernstein, the essence of control lies in a constant assessment of the desired value with the current value of motor activity parameters [4]. This duality leads to defining the research subject. In this work the term “feedback” will be used in its first meaning, as information about motor activity which is its result. All the information that reaches a person through senses can be divided into information associated and not associated with movement. The first one can be divided into those initiated by movement (feedforward) and those available due to the executed movement (feedback) [2]. Taking into account the criteria of feedback origin, we can distinguish intrinsic feedback and extrinsic feedback. Intrinsic feedback also known as inherent feedback is sensory information created as a result of performing a movement [1]. The source of intrinsic feedback can be located outside the body (exteroception) or inside the body (proprioception). Extrinsic feedback also called augmented feedback occurs after completion of motor activity and it is provided by another person. Motor control is carried out by e.g. teacher’s verbal instruction, timer indications or a video with a record of specific motor activity [1]. In contemporary motor learning there must be feedback that involves sending information from a learner to the teacher, who can assess his educational actions only in this way [5]. Feedback is a help in gaining information about motor activity which a person cannot collect by himself or herself [6]. There are two kinds of extrinsic feedback: knowledge of performance and knowledge of results [1]. Examples of providing feedback are: video recording, visual feedback, verbal feedback [7, 8, 9]. From information about the result, a person can seek for knowledge about how his or her aim was accomplished [1]. Also, depending on a transmission channel there are verbal feedback and nonverbal feedback [10]. Extrinsic feedback plays important functions in the motor teaching and learning process [2]. First of all, it provides the learner with information about the performed motor activity; this is an informative function. Secondly, it motivates or activates people through performing motor activity; this is a motivation function. Thirdly, it has a strengthening function, which inclines to repeat motor activity correctly, and a punishing function, which prevents actions incompatible with the motor activity model. The time of providing feedback is a different issue. Feedback can be provided immediately after the performed motor activity, and in this situation it is called immediate feedback, or it can be provided with a delay, and therefore it is called delayed feedback [1]. There are also concurrent feedback provided while activity is being carried out and terminal feedback provided right after a movement stops [2]. In the aquatic environment sources of information are sight, hearing (exteroception) and profound sense (proprioception); however, intrinsic feedback does not provide essential information all the time to perform motor activity effectively. Additionally, conditions at the pool impede information exchange between a teacher and a learner due to distorting factors such as distance between the teacher and the learner or prevailing noise. In the past attempts to overcome communication limitations were made by separating sources of immediate feedback [11]. The first group contained sound (teacher’s short exclamations, hand claps). The second group consisted of visual sources. Gestures significantly simplify communication between a teacher and a learner without overusing voice and stopping the learner. However, it has to be in mind that not in every swimming technique eye contact between a teacher and a learner allows gestures to be used. This K. Zatoń, S. Szczepan, The Effect of Immediate Verbal Feedback on the Efficiency and the Effectiveness of Swimming 93 type of information transfer is mostly used in teaching back crawl technique due to the head positioned on the water surface, which means a limited use of gestures. The third group included tactile sources (a swimming pole) that affect the learner’s sensory receptors [11]. Extrinsic feedback is treated as help for swimmers, where feedback on the swimming tempo was provided to them by a submerged timer at the bottom of the swimming pool and also by stroboscope lights used for mastering backstroke technique or strength value reached on a swimming ergometer [12, 13, 14]. Research Subject The research subject was to define the influence of immediate verbal feedback (IVF) on swimming efficiency and effectiveness. Swimming efficiency was expressed by swim cycle characteristics. The kinematic parameter of swim cycle length was used as a diagnostic value. Swimming effectiveness was defined as the time of accomplishing the distance that was also a diagnostic value. Effectiveness is defined as work performed against expended energy of this work [15]. Swimming effectiveness was a relation between mechanical energy expanded in order to overcome inhibitory resistance associated with body movement in water (Pd) and the total processed mechanical energy expanded due to body movement in water with help from propulsive movements (Po) [16]; it was expressed by the equation: