Biomechanics and Medicine in Swimming XI

The Role of Verbal Information about Sensory
Experience from Movement Apparatus in the
Process of Swimming Economization
Zatoń, K.
The University School of Physical Education in Wrocław, Wrocław, Poland
The way information is transferred and received in the process of learning
motor swimming activities directly determines the effectiveness of
the process. An effective way to improve the economization of the actions
is through constant mastering of muscle tension regulation. This
is only possible when a learner can receive information from the water
environment, which affects his/her receptors in a conscious way. The aim
of this study is to determine the impact of verbal information, which
makes the learner aware of the kinaesthetic experience and which, in
effect, decreases the physiological cost of work.
Key words: swimming, movement economization, word
IntroductIon
The main condition of learning in physical education, as in any form of
education, is the work of stimuli on specialized reception organs (receptors).
In these receptors alertness is generated which initiates nervous
processes whose different degree of intensity reflects various intensity
of the stimuli (Arnold, 1988; Cox et al., 1988). This initiates central
nervous system, which is a precondition to further cognition stages, i.e.
sensing, impression and perception (Sadowski et al., 2000). Sensing is
the most basic and general impression related to stimulating receptors
whose specifics are connected with a selected organ.
In the process of learning about moving one’s own body, which ensures
an easy use of motor skills, certain information seems necessary;
mainly the information coming from a teacher and related to qualitative
categories of movement. Here, it seems as if the only effective form of
information is a word, thanks to which a teacher may, together with a
student, assess senses/sensory experience (e.g. muscle receptors). Making
a student aware of those receptors seems only possible through the
use of language.
Verbal information becomes especially valuable in a situation where
a new set of movement solutions is introduced. Such sets may become a
background for further success in sports, theatre or creative inspiration.
Research to date suggests that teachers of physical education neglect
the importance of verbal information in a teaching and learning process
(Zatoń, 1988; Zatoń, 1999). They seem to consider that the basis for
the creation of an image of a certain movement is through presentation.
Verbal information serves only for the purposes of determining conditions
for performing certain movements, as a means of warning against
danger or for organizational purposes. However, as it has been proven
in numerous studies dealing with the impact of verbal information on
the effectiveness of learning, an effective educational process of learning
movements should be generally based on a verbal message, not only in
acquiring information, but also in maintaining balance of information
(sensoristasis) (Arnold, 1988; Strath et al., 2000; Zatoń, 1999). It is by
means of verbal communication that information flow may be directed,
its hierarchy and specifics determined. This refers particularly to those
situations in which cognition takes place through stimulation of exteroreceptors
and inter-receptors in real time (Zatoń, 1999; Zatoń, 2002).
The perception of senses coming from this may, and in some situations
should, be predetermined by competent verbal information (Zatoń,
2002).
In the process of learning to swim, where the water environment
requires a special pedagogical approach by a teacher, verbal information
transferred by the teacher is of great significance. We are talking
here about information provided by the teacher and reaching a student
chaPter5.education,adviceandBiofeedBack
that explains the crucial ideas about perceived stimuli. This allows a
learner to prepare for the information to come in such a way that it can
be perceived effectively and selectively. The perception of senses from
the movement apparatus during the process of learning and mastering
swimming technique may be handled by way of proper verbal instruction.
A conscious perception by the receptors translates into better understanding
of one’s body position in space, and in effect a more optimal
muscle tension. This may have an impact on faster and more economical
learning of movement in water (Arnold, 1988; Fitts, 1996; Zatoń, 2002).
From the physiological view point in a situation where the mechanism
of steering the movement is improved, and energy is gained (which occurs
as a result of physical exercises) the physiological cost of work is
decreased. This is commonly known as economization of effort. Physiological
cost of work is – in turn – every instance where homeostasis is
disturbed due to effort (Abbis et al., 2005; Bentley et al., 2007; Kubukeli
et al., 2002).
The aim of this study is to determine the impact of verbal information
on sensory experience from the movement apparatus (kinaesthetic)
on economization of effort.
Methods
48 students of the first year at the University School of Physical Education
in Wrocław were the subjects in this study (24 men and 24 women).
An average height of the men was 186 cm, their average mass was 87 kg.
The average height of women was 168 cm and their average mass was
56 kg. The research was done in the second semester of the academic
year 2007/2008 in the Laboratory of Movement in the Natural Environment
at the Department of Swimming, which has certificate no
1374-d/1/2007 ISO 9001:2001. The research was done at the same time
of day for all the subjects, in rooms with similar conditions (similar temperature
and humidity). The students had been informed about the purpose
of the experiment, its course and of what was expected from them.
To secure a homogenous group, those subjects who trained in sport
professionally were eliminated.
The test group was divided randomly into three groups (control and
two experimental). Before embarking on a proper experiment and before
the groups were divided all the people that had been qualified to certain
tests were subjected to a process of assessing their entry level ability to
differentiate kinetically. This allowed us to determine the individual level
of kinaesthetic differentiating.
The basic assumption of the experiment was to gauge the impact of
verbal information provided by the researcher on the effort economization
(physiological cost). This led to creating three groups: (1) control
group – 16 people; (2) experimental group I – 16 people; (3) experimental
group II – 16 people.
The first group performed movement tasks on the swim ergometer
without verbal information that could have prepared them to perceive
sensory experience from the movement apparatus. In experimental
group I, while performing tasks on the ergometer, a verbal message was
prepared, transferred and verified, so that the tested individuals could
consciously prepare themselves for the information they were getting
from the movement apparatus. This lasted as long as the cost of physiological
effort could be observed as maintained at a constant low level.
The experimental group II, while performing identical tasks on the
ergometer, received verbal information previously prepared and tested
with the experimental group I.
The assessment of the level of kinaesthetic differentiation was performed
using a method of muscle force movements repetition for elbow
joints extensors in the lab of the Swimming Department. A detailed
description of the method can be read in the publication by Zatoń and
Klarowicz (Zatoń et al., 2001).
The assessment of the effort economization (physiological cost)
was performed with the use of the swim ergometer (Swim Ergometer
– Weba Sport und Med. – Artikel CmbH) (Figure 1). It consisted of
performing arms movements imitating crawl, in a given rhythm, with
349