Association of Intimate Partner Violence With Substance Use Among Adults in Same-Sex and Opposite-Sex Partnerships.

In recent years, studies on the role of feedback in motor skill learning have advanced the identification of effective teaching strategies, particularly for young athletes. Research examining visual, verbal, and mixed (visual + verbal) feedback has revealed that each technique supports different learning processes. Meta-analyses and systematic reviews indicate that augmented feedback combining visual and verbal modalities accelerates skill acquisition and retention, whereas visual-only or verbal-only feedback produces moderate effects [–]. Verbal feedback is particularly effective in increasing attentional focus and promptly correcting technical errors, while blended feedback enhances intrinsic motivation and learning retention through the synergy of both modalities [–]. Despite these findings, existing studies are generally limited to single movements or short-term practice, and their kinematic effects on multiple technical elements in children’s gymnastics (aged 7–11) have received limited attention. Moreover, recent reviews indicate that few experimental studies directly compare multiple feedback modalities (e.g., visual, verbal, mixed) within the same research design [, ]. These studies also highlight inconsistent methodologies, heterogeneous outcome measures, and a lack of standardized kinematic evidence supporting such comparisons. In addition, most kinematic investigations in gymnastics have focused on single elements or older/elite athletes rather than on several technical elements in preadolescent children []. Therefore, the current study aims to fill this gap by examining the kinematic effects of mixed, visual, and verbal feedback on several gymnastics elements in this age group []. Recent evidence further suggests that the effectiveness of augmented feedback may vary across developmental stages and task complexity. For example, younger learners tend to benefit more from visually enriched feedback because observational learning mechanisms are highly active during childhood, whereas older or more experienced performers may rely more effectively on verbal and self-regulated feedback strategies [, ]. Furthermore, studies conducted in artistic gymnastics, physical education, and motor skill learning contexts have reported that multimodal feedback may enhance movement accuracy, coordination, and retention more effectively than single-modality feedback, although findings remain inconsistent across age groups and movement tasks [, , ]. These inconsistencies highlight the need for further experimental studies directly comparing multiple feedback modalities within the same developmental population.