Objective: Studying the impact of two different types of verbal cues in the process of teaching complex gymnastic exercises - double salto backward piked to dismount from uneven bars. Material and methods: The study involved skilled female artistic gymnasts (n = 16). Their average indices of height, body mass and age (x ± d) constituted: 157.5 ± 2.85 cm; 51 ± 2.25 kg; 20 ± 2.35 years, respectively. Pedagogical experiment was conducted to evaluate the efficiency of training and improving sports technique of gymnastic exercises through the use of two types of verbal cues. The subjects (n = 16) were randomly divided into experimental (E) (n = 8) and control (?) (n = 8) groups. Results: Statistically significant differences were revealed between the average results of the E and C groups (F (2, 28) = 49.724, p =, 00000). The differences between the average results of each group were statistically significant (p <0.001) both before and after the test of memory strength. Conclusions: The findings demonstrate that a large amount of urgent verbal information about committed technical errors, which is conveyed by the coach to gymnast, negatively affects the process of learning motor actions. The reduction of corrective actions to the key elements of the motor task provides a significantly better learning outcome.
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