# The Effect of Different Types of Feedback on Learning of Aerobic Gymnastics Elements
## 1 Introduction  
Aerobic gymnastics is a relatively new sport discipline in the family of gymnastics sports governed by the International Gymnastics Federation (FIG). This sport is characterized by the ability to perform continuous and high-intensity movements to music, originating from traditional aerobic movements. Competitors must demonstrate a high level of gymnastics and dance-based skills, difficulty elements, and acrobatic moves showing the sport's variety and creativity [1; 2]. The most successful gymnasts are those who manage to perform difficult routines with high accuracy and a proper technique [3]. In aerobic gymnastics, as well as in other sports, there is a demand to acquire new skills in the fastest and most effective way. Therefore, coaches and sport experts constantly try to find ways to ease and fasten the process of motor learning. To achieve a high level of trained skills, it is crucial to use feedback (FB) directed from the coach to the athlete. Thanks to a technological progress, the given FB is becoming more and more sophisticated [4]. [PERSON] et al. [5] stated that FB is the most important variable controlling learning and performance. This statement is also supported by [PERSON] [6], who claims that skills are learned more quickly and performed better when athletes receive augmented FB during practice. It is not clear which type of FB is the most effective in practice of different skills. However, some researchers have identified different types of FB appropriate for various skills or stages of learning [7]. Nowadays, modeling is a common approach in learning new skills, especially in sport training [8]. Many authors agree that the most effective type of FB is model observation,which is based on imitation [9; 10; 11; 12]. Observation enables an individual to determine the key features of the task, removing the need to create a cognitive representation of the action pattern through trial and error [13; 14; 15; 16; 17]. With recent technological progress, video has become a popular medium for obtaining qualitative information about sport performance during training and competitions [18; 19]. The video facilitates the transfer of information from the coach to the athlete, especially if the coach cannot or is not able to provide a live demonstration [20]. Through video, learners can be provided with recordings of their own experiments (self-modeling) or video of another experienced athlete (expert modeling) [21]. Self-modeling allows the learner to get a better view of their own movements, while expert modeling tends to facilitate the acquisition of unknown movement patterns [22]. While observing expert models, a model is created in the learner's memory, which is then used as a starting point for comparing and correcting their activities, which results in improved quality of performance, speeding up the learning process and mastering motor-control parameters [23]. However, many studies show that model observation without verbal feedback offers insufficient information to the learner [7; 24; 25; 26]. By pointing out the positive or negative points of one's technique, we make the learning process much more effective [27]. According to [PERSON] and [PERSON] [25], the interaction between the visual and auditory stimuli is important in the learning process, allowing the athlete to focus on the relevant points of the practiced movement. These statements are also supported by [PERSON] and [PERSON] [11], who claim that observation without verbal FB has a weak effect on the learning process. Also, the results of the review of [PERSON] et al. [28] indicated that combining verbal feedback with other types of feedback could be beneficial for learning different gymnastics skills. It is also very important to mention that it is not just the instructions or feedback itself that determines their effectiveness, but also where the learner's attention is directed [29].