How can video feedback be used in physical education to support novice learning in gymnastics? Effects on motor learning, self-assessment and motivation

Abstract

Background: Much of the existing research concerning the use of video feedback (VFB) to enhance motor learning has been undertaken under strictly controlled experimental conditions. Few studies have sought to explore the impact of VFB on the skill learning experience of the students in a structured, school-based physical education (PE) setting. Most of those studies have only used qualitative approaches to implicate the potential value of VFB to enhance skill acquisition, students' engagement or selfassessment ability. Using a quantitative approach, the aim of this study was to investigate effects of using VFB on motor skill acquisition, selfassessment ability and motivation in a school-based learning environment (structured PE programme) with novice children learning a gymnastic skill. Method: Two French classes of beginners took part in a typical five-week learning programme in gymnastics. During each of the five, weekly lessons participants carried out the same warm-up routine and exercises. The experimental group (10 girls-8 boys, 12.4 ± 0.5 years) received VFB intermittently when learning a front handstand to flat back landing. VFB was given after every five attempts, combined with self-assessment and verbal instructions from the teacher. The control group (12 girls-13 boys, 12.6 ± 0.4 years) received exactly the same training but was not given VFB. In order to assess progress in motor skills, the arm-trunk angle (handshoulder-hip) was measured in the sagittal plane just as the hips formed a vertical line with the shoulders. Motivation was assessed using the Situational Motivation Scale questionnaire (Guay, F., R. J. Vallerand, and C. Blanchard. 2000. "On the Assessment of Situational Intrinsic and Extrinsic Motivation: The Situational Motivation Scale (SIMS)." Motivation and Emotion 24 (3): 175-213), and self-assessment ability was measured by self-perception task scores. Results: Statistical analysis of arm-trunk angle values showed significant differences only for the VFB group between the fifth lesson and all other lessons. Between lessons 4 and 5, the arm-trunk angle value increased significantly from 146.6 ± 16.9 degrees to 161.2 ± 14.2 degrees (p < .001; ES = 0.94). Self-assessment scores improved significantly for the VFB group between lesson 1 and lesson 2 (p < 0.01, ES = 1.79) and between lesson 4 to lesson 5 (p < .01, ES = 0.94). Amotivation decreased significantly for the VFB group between lesson 1 and lesson 5 (3.06 ± 1.42 vs. 2.12 ± 0.62, p < .001, ES = −0.89).

The effects of self-controlled video feedback on motor learning and self-efficacy in a Physical Education setting: an exploratory study on the shot-put

“…Video recordings of prior trials allow students to monitor, asses and, if necessary, adjust their performances in subsequent trials. Potdevin et al (2018), for example, found that the self-assessment of movement technique combined with video feedback and the supporting verbal instructions of a PE teacher enhanced learning a gymnastic skill in a PE setting and decreased amotivation during the learning program. However, the majority of studies addressing self-regulation and feedback have predominantly been carried out in lab-based situations, instead of during real PE lessons (e.g.…”

“…Although the benefits of self-controlled feedback on motor learning seem convincing, at least for laboratory situations, the underlying relationships between self-control, motor learning and motivational beliefs are still debated (e.g. Potdevin et al 2018;Sanli et al 2013;Wulf and Lewthwaite 2016). An influential model that addresses the relationships between self-regulation, motivational beliefs and (motor) learning is Zimmerman's self-regulation of learning model (2000).…”

Teaching Strategies to Enhance Motor Skills Learning for Groups of Students: The Effects of Verbal and Visual Feedback on Performance in Pole Vault Practice

“…The work with the video was done only in separate workshop and individually with each student; it already greatly reduced the anxiety of the students. Potdevin et al (2018) add that video feedback can be used in physical education to support novice learning in gymnastics and motivate students. The fact that the tools were used unambiguously gave students the feeling that the camera was part of the work equipment that helps them progress and they adapt more easily.…”

“…It seems that the tool is interesting to the point of trying to also perceive the errors to anticipate the regulations of the teacher or the speaker during their verbal corrections. Let's not forget that it is the verbal regulations associated with video feedback that are the source of important motor progressions (Potdevin et al, 2018;Rabardel, 1995). And sometimes, students themselves could correct themselves.…”

The Impact of Video Feedback Toward Futsal Playing Skills

“…Current and future pedagogical research is needed to examine ways students can use one of the video feedback (VFB) technologies for better self-regulation, with the potential to provide appropriate movement feedback, based on different levels of experience. in students [1]. Technological advances have led sports pedagogics and physical education teachers to review strategies to provide feedback related to motor learning by students using video feedback [2].…”