Study on the performative effects of cause-based vs effect-based teaching in adolescent athletes Evaluation of lower limb explosive strength

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Arianna Fogliata
Roberto Borghini
Antinea Ambretti


Purpose Understanding how humans generate movement is a fundamental goal due to its implications. The authors based their study on the methodological applications in sports of the Synchrony Theory. (DeBernardi, 2008; in press Fogliata et al., 2023) In paradigm, the perceived movement corresponds to an Effect-Movement. The motor teaching of a gesture based on the Effect can be defined as Effect-based Teaching (EbT). Motor teaching based on the visible movement of a gesture can be defined as Effect-based Teaching (EbT). While teaching based on what caused the gesture can be called Cause-based Teaching (CbT). Methods. authors aimed to evaluate the possible differences in explosive lower limb strength in the Sargent Test among adolescents instructed through these three models of demands. Results. All athletes were subjected to all three types of tests. The data showed that teaching based on Causes allows improvement of the entire group and two-thirds of the participants significantly compared to Effects-based teaching. Technical teaching also had a better outcome than Effects-based teaching, but only for a third of the sample. Conclusion. Teaching based on Causes seems to be an excellent tool for increasing performance, simple to apply and effective, allowing for instant improvement.

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Fogliata, A., Borghini, R., & Ambretti, A. (2023). Study on the performative effects of cause-based vs effect-based teaching in adolescent athletes: Evaluation of lower limb explosive strength. Scientific Journal of Sport and Performance, 2(2), 247–255.
Physical Education


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