A Study on the Performance Effects of Cause-Based and Effect-Based Teaching in Adolescent Athletes: Upper Body Explosive Strength

The aim of this study was to assess the differences in explosive strength performance among female adolescent athletes by analyzing the results obtained from the Push Up test [1]. The work is based on the hypothesis that there is a different form of learning and teaching, focused on athlete attention, which can influence performance in the same test [2-5] In the basic paradigm, the visually perceived movement corresponds to an EffectMovement. Motor teaching of a gesture based on the Effect can therefore be defined as Effect-based Teaching (EbT). Conversely, motor teaching based on the description of the causes that generate the visible gesture (Effect-Movement) can be defined as Cause-based Teaching (CbT). There is also technical teaching, which focuses attention on the kinetics of the gesture (TbT). The results showed that the group that received teaching based on the real causes of the movement obtained significantly better performance than the other two groups, demonstrating that this type of learning and teaching can be more effective in improving explosive strength performance in female adolescent athletes [6-9]. The sources used for this study include previous research on learning and teaching techniques, as well as studies on explosive strength performance. In addition, the guidelines provided by the International Society of Biomechanics in Sports [10] were used for the evaluation of performance in the same test