Information Processing and Technical Knowledge Contribute to Self-Controlled Video Feedback for Children Learning the Snatch Movement in Weightlifting

International Journal of Sports Science & Coaching

Trabelsi

et al. 2022

Self Cite

The lack of training caused by the COVID-19 pandemic could have significant consequences on the performance and health of athletes. The aim of the present study was to test the effects of two innovative distance education methods on improving motor skills in weightlifting. We randomized 35 children (aged 10 to 12) into groups of peer-to-peer online video feedback with a pedagogical activity (P-VF-PA), peer-to-peer online video feedback only (P-VF), and control group (CONT). Learners underwent a test one week before (T0) and one day after (T1) an eight-session training intervention and a retention test session a week later (T2). Kinovea was used to measure the kinematic parameters of the snatch performance. After the distance learning sessions, the training with the P-VF-PA method improved most of the kinematic parameters compared to the P-VF method, and the advantages derived from its application persisted in the retention test (e.g., the difference between the right side and left side distances of the bar trajectory Diff-Tr (T1 vs. T0: 42.32 ± 41.33%, Hedges’ g = 1.16, p < 0.01; T2 vs. T0: 37.82 ± 37.57%, Hedges’ g = 1.37, p < 0.05)). In conclusion, distance motor learning based on the P-VF-PA method improved performance and technical knowledge of the snatch in 10–12 years weightlifters.

Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Peer-to-peer online video feedback with pedagogical activity improves the snatch learning during the COVID-19-induced confinement in young weightlifting athletes

International Journal of Sports Science & Coaching

Trabelsi

et al. 2022

Self Cite

“…15,16 It also favors a further active engagement in the acquisition phases 6,17 and a deeper cognitive commitment during the task. This is translated in terms of higher levels of preparation, 18 performance errors identification capacity, 6,8,19 task recall, 11,20 and feedback processing, 14 which altogether contribute to optimal learning. According to the above arguments, one of the main advantages of self-controlled video feedback group over the other-imposed feedback group lies in the possibilities to intentionally arrange, shape, and optimize relevant information with regard to the cognitive apparatus of learners.…”

Section: Introductionmentioning

confidence: 99%

“…3 A previous study, reported that the combination of video demonstration by an expert and the video feedback, during learning of gymnastics skills, induces more optimized performance than video feedback only. 4 In addition, Aiken et al 5 and Souissi et al 6 argue that the delayed combination between video demonstration and self-controlled video feedback improves the technical performance in complex tasks.…”

Section: Introductionmentioning

confidence: 99%

The video feedback viewing in novice weightlifters: Total control strategy improves snatch technique during learning

Trabelsi

International Journal of Sports Science & Coaching

et al. 2021

Self Cite

This study aimed at comparing the efficiency of two viewing control strategies, total control versus partial control, in correcting the snatch technique in school-aged boys (10–12 years old). Thirty-nine participants, with 2 months of weightlifting training experience, were divided into three groups: total control, partial control, or a control group. The Kinovea version 0.8.15 software was used to measure the kinematic parameters of the snatch technique before (T0) and after six learning sessions (T1). Following the learning sessions, total control group showed greater improvements for all kinematic parameters compared with the partial control and control group (e.g., the horizontal displacement (i) in the first pull (Δ Dx2: 18.17 ± 26.75%, p < 0.01, d = 0.83), (ii) between the first and the second pulls (Δ DxV: 25.97 ± 18.02%, p < 0.001, d = 1.52) and from the most forward position to the catch position (Δ DxL: 19.98 ± 21.60%, p < 0.01, d = 1.36), while the partial group improved only on the Dx2 (Δ Dx2 = 21.53 ± 20.40%, p < 0.01, d = 0.86). The present results indicate that the intensive use of the interactive features (e.g. pause, play, forward, and backward) and the asked questions during the first learning phase were essential for the improvement of the snatch technique. These findings have potential practical implications for coaching and physical education teaching.

Research Quarterly for Exercise and Sport

Self-Controlled Video Feedback Facilitates the Learning of Tactical Skills in Tennis

van der Meer,

van den Hoven,

van der Kamp

et al. 2023

Purpose: This study aimed to examine the effect of self-controlled video feedback on the learning of tactical motor skills in tennis, and additionally, whether this was affected by learners’ self-efficacy and self-regulative skills. Method: Twenty-three intermediately skilled tennis players were assigned to either a self-controlled group that was provided video feedback on request or a yoked group that received an identical, externally controlled video feedback schedule. In three training sessions participants practiced serve and volley play. Video feedback with attentional cueing and transitional statements that focused solely on individual tactical gameplay was provided by a licensed tennis coach. Individual tactical performance was measured with a custom designed Tactical Tennis Tool (TTT) in a pretest, posttest and in a one-week retention test. Before each test self-efficacy was measured, and a questionnaire was administered to measure self-regulative skills. Results: Analyses revealed significantly larger improvements in tactical performance relative to the pretest for the self-controlled group than for the yoked group in both the posttest and the one-week retention test. No differences were found in self-efficacy. Finally, the improvements in tactical performance were not predicted by self-efficacy and/or self-regulative skills. Conclusion: The advantage of self-controlled video feedback extends to the learning of a complex tactical task in tennis. Future research should verify the observed benefits of a self-controlled learning environment in comparison to a coach-controlled learning environment.