The purpose of this study was to investigate the effect of one-year specific aerobic gymnastics training on selected anthropometric and motor parameters in 6-11-year-old girls. 23 girls (average age in the beginning of the study was 8.04 ± 1.22 years) were involved in the study representing 2 different aerobic gymnastics sports clubs in Slovakia. The selected group completed their regular trainings and competitions for a period of one year. Measurements were taken in January 2019 and January 2020, in the middle of the preparatory period. Normality of distribution of the traits was examined using the Shapiro-Wilk test. Data were analyzed using Wilcoxon signed-rank test. Considering anthropometric parameters, there were significant changes (p≤0.01) in body height, body weight and BMI. Considering motor parameters, the mean values of straddle support hold and back extension endurance test increased significantly to the level of p≤0.05. The mean values of 4x10m shuttle run, standing long jump, modified push-ups, sit-ups in 60s increased significantly to the level of p≤0.01. No significant changes were observed in bent arm hang test or hanging knee tucks. On the other hand, the values of 1 leg stand with eyes closed and 2-min endurance shuttle run decreased insignificantly.

The aim of our study was to discover the effect of different types of feedback in teaching/learning of difficulty elements of aerobic gymnastics. The study was designed as a one-group comparative interrupted time study. For this purpose, eight gymnasts competing in the national development category were selected (average age 9 ± 1.5 years; average sport age 4 ± 1.5 years). The design of the study included two intervention programs; each lasting 23 days interrupted by an 8-week break. In intervention program 1, the group practiced a straddle jump using self-modeling followed by verbal feedback, and in intervention program 2 the group practiced a split jump using expert modeling followed by verbal feedback. The experimental group practiced three times a week for a period of 30 min per usual training session (normally lasting 90 min). The results showed that the execution of the elements in both intervention programs improved at the 5% level of significance. In intervention program 1, we noted a significant improvement (p ≤ 0.05) in subphase approach and culmination. In intervention program 2, we noted a significant improvement (p ≤ 0.05) in culmination only. There was no significant difference between the changes of the final scores of the executed elements in intervention programs 1 and 2. Comparing the results of individual subphases, we noted no significant difference either.