Assessing a Modified TAGteach Procedure to Increase Accurate and Fluent Performance of Gymnastics Skills in Children via Synchronous Videoconferencing

Abstract

Sports offer children and youth opportunities to experience the physiological, physical, and psychological benefits of physical activity; however, in sports like gymnastics, injuries are quite common (Caine, 2003). Therefore, it is essential for coaches to teach athletes proper technique to prevent injury. TAGteach is an intervention package that uses an audible stimulus to provide immediate feedback following the correct performance of a skill (Fogel et al., 2010). To date, no study has (a) evaluated the effectiveness of TAGteach to enhance the fluency of dynamic sports skills or (b) conducted TAGteach remotely via a synchronous videoconferencing platform. We used a concurrent multiple baseline across skills design to evaluate the effectiveness of a modified TAGteach procedure to improve the accuracy and fluent performance of three dynamic gymnastics skills through synchronous videoconferencing with four participants between the ages of 6–11 years. For all participants, the modified TAGteach intervention package increased the accurate and fluent performance of all gymnastics skills, and these gymnastics skills maintained for a minimum of 4 weeks. Results are discussed within the context of intervention implications and suggestions for future research.