Adding a practice phase after instruction (PS-I + P) did not improve javelin throwing performance over PS-I alone¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q3
Currency · newest study 2025 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? PS-I + P did not result in greater improvement of throwing distance compared to PS-I. → Christian Leukel 2025 q3 i? PS-I + P did not result in greater gains in movement features compared to PS-I. → Christian Leukel 2025 (2)

Evidence¶

Christian Leukel 2025¶

Christian Leukel, Katharina Loibl. (2025). Problem-solving prior to instructional explanations when learning javelin throwing in primary school. Instructional Science. https://doi.org/10.1007/s11251-024-09700-9

q3 · i? · causal · r1

Repeated measures ANCOVA comparing PS-I + P and PS-I found no significant TIME x GROUP interaction for throwing distance (F(1,31) = 0.96, p =.33); Bayesian analysis gave at least anecdotal evidence for the null (BF01 = 2).

"Contrary to hypothesis 3a, PS-I + P did not result in a greater improvement of throwing distance compared to PS-I. This outcome was further supported by a Bayesian repeated measure ANCOV A which provided at least anecdotal evidence for the null-effect"

Christian Leukel 2025 (2)¶

Christian Leukel, Katharina Loibl. (2025). Problem-solving prior to instructional explanations when learning javelin throwing in primary school. Instructional Science. https://doi.org/10.1007/s11251-024-09700-9

q3 · i? · causal · r1

ANOVA on movement features in PS-I + P vs PS-I showed significant TIME (ηp2 = 0.15) and GROUP (ηp2 = 0.21) effects — the PS-I + P group performed worse overall — but no interaction; "Contrary to hypothesis 3b, PS-I + P did not result in greater performance gains compared to PS-I."

"For movement features, the repeated measures ANOV A yielded a significant effect for TIME ( F (1,32) = 5.85, p =.02, η p 2 = 0.15) and for GROUP ( F (1,32) = 8.36, p =.01, ηp 2 = 0.21), but not for TIME X GROUP (F (1,32) = 0.01, p =.91, ηp 2 < 0.001)."

Discussion¶

Related Claims¶

• Declarative knowledge of movement features was not significantly related to actual improvements in physical execution of those features
• Primary school children improved execution of movement features but showed no improvement in javelin throwing distance across all conditions
• In primary school children learning javelin throwing, PS-I did not outperform I-PS on throwing distance or movement-feature execution — related
• PS-I effects did not replicate in all domains: null sequence effects in Bayesian reasoning, javelin throwing, and inquiry-skill sequencing — a broader claim this one bears on
• Movement-feature performance predicted javelin throwing distance, with the bracing step contributing most — related
• Working memory capacity did not moderate learning gains in PS-I and I-PS, but digit recall correlated with declarative knowledge of the features — related
• The three groups did not differ significantly in prior knowledge, working memory capacity, spatial ability, learning motivation, or baseline eye-movement measures — related