The impact of deductive and inductive learning methods on weightlifting performance
DOI:
https://doi.org/10.47197/retos.v67.114528Keywords:
Skill acquisition, olympic weightlifting velocity, deductive training, inductive training, Kinematic analysis, velocity analysisAbstract
Introduction: Optimizing coaching methodologies is crucial in Olympic weightlifting. While deductive and inductive training offers distinct instructional strategies, their effects on velocity across key lifting phases remain insufficiently explored. Velocity is a critical performance metric, influences lifting efficiency and power output.
Objective: This study examines the impact of deductive and inductive training on barbell velocity and some kinematics measurements in the snatch and clean & jerk among university weightlifters (aged 18–24).
Methodology: A quantitative experimental design was employed. Participants (N=45) were divided into two groups: Group 1 trained the snatch, and Group 2 trained the clean & jerk. Each group underwent both deductive (structured, coach-led instruction) and inductive (self-directed, exploratory learning) training interventions. Pre- and post-intervention velocity and kinematic measurements were analyzed for each lifting phase.
Results: Deductive training significantly improved velocity, particularly in the second pull phase of the snatch (+0.26 m/s) and the straightening phase of the clean & jerk (+0.70 m/s). The inductive approach showed variable improvements, with minor gains in the second pull phase of the clean & jerk (+0.17 m/s) but less consistent effects overall.
Discussion: Findings support structured learning for skill acquisition, particularly in technically complex movements. However, inductive learning may enhance adaptability and motor learning in select contexts..
Conclusion: Deductive instruction appears superior for refining technical execution, whereas inductive learning may complement skill refinement. These results highlight the need for tailored coaching strategies in weightlifting. Future research should explore long-term skill retention and cognitive factors influencing training efficacy.
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Copyright (c) 2025 Ahmad Alhussin Alali, Ali Hashim Mohammed, Haider Radhi Raheem Alsaedi, Azzam Ahmad Alhossin Alali, Osama Ahmad Alhosin Alali, Mustafa Mohsin Flayyih Khlaifawi, Ali Md Nadzalan, Nur Ikhwan Mohamad
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