# Audio Feedback with the Use of a Smartphone in Sailing Training among Windsurfers
## 4 Discussion
The results can be explained by the high sports level of most of the study group, in which ten of the thirteen competitors belong to the national junior and senior team (3 and 7, respectively). Most of the members of these teams were successful in international competitions, therefore we can assume that their orientation on the water was already at a high level. This may be confirmed by the main findings, which indicate that the information about the deviation from the set course and information about the possible change of the tack due to the change in the wind direction were more helpful for less experienced windsurfers (rho = \(-\)0.68 and rho = \(-\)0.78, respectively) and those with lower sports level (rho = \(-\)0.63 and rho = \(-\)0.65, respectively). Additionally, these findings were confirmed in the analysis of differences between junior and senior groups, where statistically significant higher values were observed in juniors. Cues about optimal course and change of the tack are crucial. They can prevent bearing away to a less beneficial position, and thus shorten the distance covered. These short distances strategically affected the outcome of the sailing race [21]. During the upwind and downwind legs of the race route, high-performance windsurfing competitors demonstrated a significantly less distance travelled in heavy wind conditions [22]. Furthermore, the use of auditory cues concerning decisions about a change of tack may require an in-depth familiarization process. Generally, augmented auditory feedback is not as intuitive as visual feedback and auditory displays depend considerably on the correct interpretation of the applied sounds [23]. In the current study, about half of the respondents negatively assessed the usefulness of auditory cues in decision-making questions (Q7, Q8). The results may be partly explained by the findings of other studies, in which the use of simple signals (e.g., buzzer, blip) was applied in the motor learning process. [PERSON] et al. [24] suggested that auditory feedback in the beginning of experiment interfered with manual coordination and it took some time to adjust to the concurrent feedback in the training of gymnasts. Similarly, \"the audio feedback was distracting at first\" during the skiers' training. However, participants ultimately declared that the real-time audio feedback helped them better understand their carving skills [25]. In previous research using a ski simulator task, it was noted that analog signals interfered with participants' movements until about the third day of training [26]. In the current study, windsurfers trained for three days with one training session per day and three races per session, which could only partially result in the process of familiarization with auditory cues. However, research conducted in the conditions of actual sports competition in sailing, considering comparable conditions, is a demanding challenge. The present research has several limitations that must be noted. First, the sample size was relatively small. However, the number of participants was determined by the number of active members of national windsurfing teams. Second, while the sports level of windsurfers was clearly differentiated, the distribution was uneven. Most of the group consisted of athletes with a master sports level, which could distort the results regarding the usefulness of audio feedback. Additionally, the impact of the narrow range of wind speed should be considered, since the technical and tactical variables showed differences according to wind conditions [22]. Furthermore, the duration of the tests needs to be extended, and consequently so does the process of familiarization with auditory feedback. Finally, the results consisted only of subjective evaluations based on the athlete's opinions. The results of this study present the potential of the use of augmented audio feedback, provided in real-time during the training process in sailing sports.