Self-control over combined video feedback and modeling facilitates motor learning

Post, Phillip G.; Aiken, Christopher A.; Laughlin, David D.; Fairbrother, Jeffrey T.

doi:10.1016/j.humov.2016.01.014

Cited by 49 publications

(60 citation statements)

References 35 publications

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“…The preference for feedback after good trials, however, is not consistent with recent findings of more complex individual skills (Aiken et al, 2012;Post et al, 2016;Laughlin et al, 2015). These studies revealed no differences in performance between feedback and no-feedback trials (Aiken et al, 2012;Post et al, 2016), and that the participants requested feedback after both good and poor trials (Aiken et al, 2012;Laughlin et al, 2015) or mostly after poor trials (Post et al, 2016). Interestingly, the participants of the current study gave varying responses in the post training questionnaire.…”

Section: Discussioncontrasting

confidence: 98%

Self-controlled video feedback on tactical skills for soccer teams results in more active involvement of players

Maarseveen

Oudejans

Savelsbergh

2018

Human Movement Science

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Many studies have shown that self-controlled feedback is beneficial for learning motor tasks, and that learners prefer to receive feedback after supposedly good trials. However, to date all studies conducted on self-controlled learning have used individual tasks and mainly relatively simple skills. Therefore, the aim of this study was to examine self-controlled feedback on tactical skills in small-sided soccer games. Highly talented youth soccer players were assigned to a self-control or yoked group and received video feedback on their offensive performance in 3 vs. 2 small-sided games. The results showed that the self-control group requested feedback mostly after good trials, that is, after they scored a goal. In addition, the perceived performance of the self-control group was higher on feedback than on no-feedback trials. Analyses of the conversations around the video feedback revealed that the players and coach discussed good and poor elements of performance and how to improve it. Although the coach had a major role in these conversations, the players of the self-control group spoke more and showed more initiative compared to the yoked group. The results revealed no significant beneficial effect of self-controlled feedback on performance as judged by the coach. Overall, the findings suggest that in such a complex situation as small-sided soccer games, self-controlled feedback is used both to confirm correct performance elements and to determine and correct errors, and that self-controlled learning stimulates the involvement of the learner in the learning process.

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Section: Discussioncontrasting

confidence: 98%

Self-controlled video feedback on tactical skills for soccer teams results in more active involvement of players

Maarseveen

Oudejans

Savelsbergh

2018

Human Movement Science

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“…Although video technology has been extensively used in sports, research could be conducted to identify which components of video technology best facilitates performance improvements. For example, several studies have evaluated the utility of video modeling and video feedback (e.g., Aiken et al, 2012;Post et al, 2016;Todorov et al, 1997) and reported that both procedures helped improve performance. Also, multiple studies have evaluated the utility of video feedback alone (e.g., Guadagnoli et al 2002;Partington et al, 2015) or video modeling alone (e.g., Maryam et al, 2009) and reported positive results.…”

Section: Discussionmentioning

confidence: 99%

“…Self-imagery (Komaki & Barnett, 1977) x x x (Koop & Martin, 1983) x x x x (Lambert et al, 2016) x x x x (Lerner et al, 1996) x x (Luyben et al, 1986) x x x x (Magill & Schoenfelder-Zohdi, 1996) x x x x (Maryam et al, 2009) x x (Mellalieu et al, 2006) x (Ming & Martin, 1996) x x x (O'Brien & Simek, 1983) x x x (Patrick & Hrycaiko, 1998) x x x x (Post et al, 2016) x x x x x (Rikli & Smith, 1980) x x (Rogers et al, 2010) x x (Rush & Ayllon, 1984) x x x x (Rushall & Smith, 1979) x x (Scott et al, 1997) x x (Scott et al, 1999) x (Sewal et al, 1988) x (Shapiro & Shapiro, 1985) x x x x (Continues)…”

Section: Selftalkmentioning

confidence: 99%

A review of behavioral interventions to enhance sports performance

Schenk

Miltenberger

2019

Behavioral Interventions

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these studies use a multicomponent intervention, they often assess novel component combinations or apply an intervention to a scarcely studied or unstudied sport or target behavior.A recent poll found that three quarters of adults in the United States played sports when they were younger, and one quarter of adults continue to play sports throughout their lives, with more than 50 different sports included (Sports and Health in America, 2015). Additionally, participating in sports has numerous physical and social benefits to the athlete. Furthermore, it is reported that 63% of people in the United States describe themselves as sports fans (Carroll, 2005). This demonstrates the significance of sports within society and indicates the importance of a continued focus on the research of sports-related behavior.Perhaps as a result of the prevalence of professional sports and the widespread participation in sports across countries, there has been a proliferation of sports research in the field of applied behavior analysis (ABA) over the past several decades. Recent publications (e.g., Luiselli & Reed, 2015;Martin, 2015) describe how behavior analytic techniques have been utilized to address a wide range of behaviors across multiple sports and populations.This research is based on principles and procedures of behavioral science established over the past 80 or more years with single-subject designs. Thus, there is not a current review comparing and contrasting the various behavioral procedures that have been used to enhance sports performance and the different sports targeted with a behavioral intervention. The purpose of this paper is to review the research applying behavior analytic procedures to performance enhancement across sports. | METHOD | Inclusion and exclusion criteriaTwo inclusion criteria were used to identify studies for review. First, a behavioral intervention had to be implemented in each study. A behavior intervention includes using any form of an intervention that might alter an observable behavior. Second, the target behavior was sport performance consisting of the measurement of an athlete's observable behavior. Regarding performance enhancement, a sports intervention can target the behavior of the individual playing the sport, or it can target the behavior of the individual coaching the players. Studies were excluded if the focus was solely on physical activity (i.e., exercise promotion) rather than sports performance. Although increasing physical activity can be part of sport performance enhancement, the purpose of such research is generally on health outcomes as opposed to performance enhancement. Additional sports-related studies were excluded if the focus was therapeutic instead of performance based (e.g., using a sports activity to decrease anxiety), the focus was not on performance of a skill related to an organized sport (e.g., throwing a ball), and if the study was not written in English. SCHENK AND MILTENBERGER 249

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“…The expert reference values were mostly based on female ACL injury risk factors because the literature regarding ACL injury risk factors for male athletes is scarce [ 25 ]. For future studies, it would be useful to add questionnaires on feedback mode, frequency, timing, self-efficacy and learning preferences [ 17 ]. For example, it would be interesting to examine the effect of giving athletes the choice to receive visual and/or verbal instruction.…”

Section: Discussionmentioning

confidence: 99%

Transfer of improved movement technique after receiving verbal external focus and video instruction

Benjaminse

Welling

Otten

et al. 2017

Knee Surg Sports Traumatol Arthrosc

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PurposeIt is unknown how movement patterns that are learned carry over to the field. The objective was to determine whether training during a jump-landing task would transfer to lower extremity kinematics and kinetics during sidestep cutting.MethodsForty healthy athletes were assigned to the verbal internal focus (IF, n = 10), verbal external focus (EF, n = 10), video (VI, n = 10) or control (CTRL, n = 10) group. A jump-landing task was performed as baseline followed by training blocks (TR1 and TR2) and a post-test. Group-specific instructions were given in TR1 and TR2. In addition, participants in the IF, EF and VI groups were free to ask for feedback after every jump during TR1 and TR2. Retention was tested after 1 week. Transfer of learned skill was determined by having participants perform a 45° unanticipated sidestep cutting task. 3D hip, knee and ankle kinematics and kinetics were the main outcome measures.ResultsDuring sidestep cutting, the VI group showed greater hip flexion ROM compared to the EF and IF groups (p < 0.001). The EF (p < 0.036) and VI (p < 0.004) groups had greater knee flexion ROM compared to the IF group.ConclusionsImproved jump-landing technique carried over to sidestep cutting when stimulating an external attentional focus combined with self-controlled feedback. Transfer to more sport-specific skills may demonstrate potential to reduce injuries on the field. Clinicians and practitioners are encouraged to apply instructions that stimulate an external focus of attention, of which visual instructions seem to be very powerful.Level of evidenceII.

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Self-control over combined video feedback and modeling facilitates motor learning

Cited by 49 publications

References 35 publications

Self-controlled video feedback on tactical skills for soccer teams results in more active involvement of players

Self-controlled video feedback on tactical skills for soccer teams results in more active involvement of players

A review of behavioral interventions to enhance sports performance

Transfer of improved movement technique after receiving verbal external focus and video instruction

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