Effect of 12 weeks differential learning vs. classical learning approaches on motor skills related to shot put in healthy young adult

Purpose The objective of this study was to compare the effect of 12-weeks of differential learning intervention vs. classical learning in the shot-put for healthy and physically active students. Methods In this study, 114 sports science students (64 males; 50 females; age 21.20 ± 2.15 years; body mass: 67.42 ± 12.30 kg; body height: 1.73 ± 0.09 m; BMI: 22.61 ± 1.20 kg.m-1) participated in this study. A total of 114 students completed the study. Students were divided into a differential learning group (DL) ( n = 40), a classical learning group CL ( n = 39) and a control group (CG) ( n = 35). Both DL and CL groups completed a similar 12-weeks learning program with four intervention assessment: shot put test, medicine ball throw, vertical jump tests, five jump test, flexibility test and sprint test. Results The results showed that the DL and CL programs significantly improved physical performance ( p < 0.05) compared to the control group, with the effect size more effective in the DL group than in the CL group after the sixth week (shot-put throw: d DL = 0.30), 12 week [shot-put throw: d DL = 0.49, d CL = 0.18; throw MB kneeling: d DL = 0.41; throw MB standing: d DL = 0.89; vertical and horizontal tests: d DL = (0.55–1.39); sprint tests: d DL = (0.57–0.71)] and after retention period (14 th week) (shot put, d DL = 0.28; standing MB throw: d DL = 0.48) of learning program. Also, there was a significant improvement for 5JT ( p = 0.026; d = 1.29) performances in the DL group compared to CL group 12 week after learning program. However, no significant group * time interaction was observed for the feeling scale. Conclusions Overall, the data suggests that 12-weeks of DL program was more effective and more sustainable than CL in improving technical and physical performance related to shot-put discipline.