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

Abstract

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.

Optimizing video feedback for snatch technical error correction in young weightlifters: Comparing the effectiveness of different video playback speeds

“…The reduction in this displacement is a crucial predictor of the efficacy of the lift in snatch exercise. In fact, previous studies by Souissi et al 2 declared that this phase is the least complex in the snatch exercise and which takes place at low speed. Regarding the other snatch complex phases, our results have shown a significant improvement in the vertical displacement of the bar at the catch position (VTR: 22.89%) and the difference in the distance from the right and left trajectory of the bar (Diff-Tr: 31.06%) only at T1.…”

“…Another possible reason for this improvement can be due to the high number of questions asked by (QS) group learners during the video feedback viewing in blocks 5, 6, 7, and 8. A previous study by Souissi et al 2 showed that the high number of questions asked by participants is a sign of an active engagement in the evaluation of their own snatch performance, which could have led to the development of error detection and correction mechanisms. The imaginal coding of detected errors is an important step in the process of rebuilding a motor program.…”

“…In recent years, researchers in the field of motor learning have focused on identifying optimal pedagogical practices to improve motor skill acquisition in various settings, including sports training 1,2 and physical education classes. 3,4 Effective learning of complex movements in sports requires a well-designed demonstration strategy that can help athletes construct a clear mental representation of the motor action, 5 along with an efficient technical error correction strategy.…”

“…This is translated in terms of higher levels of (i) error detection, 34,35 and (ii) task recall 36 and cognitive processing during task execution, 1 which altogether contribute to superior motor learning. A recent study by Souissi et al, 2 showed that video feedback that was self-controlled followed by full control of the video feedback display through the use of pause, play, forward, and backward keys improves technical performance in weightlifting. In fact, learners frequently used the control keys during the video feedback viewing and asked many clarifying questions regarding the content of the video feedback content during the video pause.…”

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

“… 17 , 18 Researchers have also shown that video feedback can empower athletes to watch their performance at their adequate pace, through pausing, rewinding, and slowing down the video-based content to learn at a rate that matches their needs. 19 However, Souissi et al 12 , 20 declared that beginners are not able to detect all the technical errors in their snatch movements displayed in the video feedback. Therefore, for a more fruitful motor learning experience, Souissi et al 12 suggested that the integration of a pedagogical activity (in the form of a comparison of the videotaped performance against key images of the task) during the video feedback viewing helps the learner to further detect and correct technical errors.…”