Aim: We investigated the relative effectiveness of explicit internal-oriented instructions, explicit external-oriented instructions and discovery learning in outcomes of performance, practice and learning of lofted soccer kicks in novice youth soccer players. Method: Thirty seven fourth- and fifth-grade pupils (age = 9.9 ± 0.7 years [mean ± SD]) with no previous team organized soccer-practice experience were tested for initial performances (radial error [cm]) under practice and transfer conditions (pre-test). Based on their performances, the participants were divided into three balanced groups (explicit internal group, explicit external group, and discovery group). Thereafter, performances under group-specific instructional conditions were assessed (group-specific test 1). They then performed three practice sessions (group-specific practice 1, 2 and 3) under group-specific instructional conditions. After each session, performances under group-specific instructional conditions were assessed (group-specific test 2, 3, and 4). Finally, the participants' performances under practice and transfer conditions were assessed (retention test). Results: Between pre-test and group-specific test 1, the radial error increased in the explicit internal group and the explicit external group relatively to the discovery group (d = 0.44 ± 0.45 [mean ± CL] and d = 0.32 ± 0.54, respectively). The radial error decreased with a larger magnitude in the explicit internal group relatively to the discovery group (d = -0.31 ± 0.48) between group-specific test 1 and 2 and in the explicit external group relatively to the explicit internal group between group-specific test 2 and 3. Between group-specific test 3 and 4, the decrease was larger in the discovery group relatively to the explicit internal group (d = -0.50 ± 0.33) and the explicit external group (d = -0.28 ± 0.47) and the decrease in the explicit external group was larger relatively to the explicit internal group (d = -0.26 ± 0.48). The radial-error scores decreased with a larger magnitude in the discovery group relatively to the explicit internal group and the explicit external group under practice (d = -0.87 ± 0.54 and d = -0.32 ± 0.68, respectively) and transfer conditions (d = -0.51 ± 0.53 and d = -0.29 ± 0.52, respectively) between pre-test and retention test. Corresponding decrease was larger in the explicit external group relatively to the explicit internal group under practice (d = -0.61 ± 0.73) and transfer conditions (d = -0.20 ± 0.40). Conclusions: For isolated technical-skill acquisition in novice youth soccer players, we suggest that generalized explicit instructions should be used with caution in favor for discovery learning which facilitates individualized movement solutions.
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