Problem-solving prior to instructional explanations when learning javelin throwing in primary school

Learning of motor skills in physical education classes occurs through different instructional approaches: via instructional explanations from the teacher (I), and via self-determined practice (problem-solving; PS). In our study, we explored whether the sequence of PS and I impacts performance enhancement among primary school children learning javelin throwing. Fifty 4th graders participated and were allocated to either I-PS or PS-I or PS-I with additional practice. Across groups, the children demonstrated improvements in executing movement features, yet there was no significant improvement in throwing distance. The temporal order of PS and I did not mediate these improvements. Additional practice did not lead to further improvements in performance. Our results contrast with earlier results in secondary school children in whom PS-I was more effective than I-PS Loibl & Leukel (2023). The lack of a significant advantage for PS-I over I-PS could stem from the primary children’s limited ability to develop declarative knowledge during PS that links to the content of I.