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Background The aim of this study was to investigate the effectiveness of different types of verbal feedback in learning a backward roll. Material/Methods The study included 29 participants aged 6-8 years who attended acrobatic gymnastics classes. They were randomly assigned to 3 groups. An experiment and judges’ ratings were the main research methods. During the experiment the study participants were taught a backward roll. The experts evaluated the backward roll performance at the beginning (pretest) and at the end (post-test) of the experiment as well as one week after the experiment (retention-test). Results When teaching and learning the backward roll, an increase in mean values was noted in the post-test, with the highest increase in group P (16.7%). In the retention test, the highest increase was found in group E (16.2%), whereas the lowest one was observed in group P (15.2%) (p > 0.05). Conclusions 1. Verbal feedback on errors proved the most effective in the process of learning the backward roll. 2. At early stages of learning, too much verbal feedback usually disturbs and hinders the process of acrobatic skill acquisition. 3. Further research is necessary to determine principles of teaching and learning simple and complex motor skills.

The effectiveness of various verbal information in learning backward roll