Videotape Feedback to Enhance Performance and Learning of

Motor Skills

Dr. Gib Darden

Mr. Chad McCracken

Radford University

Overview• Introduction of

Videotape Feedback (VTFB)

• Benefits and Learning Theory

• Effective Use of VTFB (Strategies and Pedagogy)

What is VTFB (Criteria)?

• Augmented Visual Information

• Self-Referenced Replay

• Corrective Information

• Qualitative Information

National Standards and VTFB

• NASPE (1995) established content standards for school physical education programs.

• These standards identify what a student should know and be able to do as a result of quality physical education programs.

• Provide guidance to instruction and assessment methods in the teaching/learning process.

National Standards in Physical Education

• Demonstrates competency in many movement forms and proficiency in a few movement forms.

• Applies movement concepts and principles to the learning and development of motor skills.

• Exhibits a physically active lifestyle.

• Achieves and maintains a health enhancing level of physical fitness

• Demonstrates responsible personal and social behavior in physical activity settings.

• Demonstrates understanding and respect for differences among people in physical activity settings.

• Understands that physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction.

VTFB Technology

• Old/Traditional (Good)– VCR viewing

– Game review, skill demonstration

• But...– Rewind, stop, pause…

– Too much time

– Viewing limitations

VTFB Technology continued

• Computer-Based (Better)– Video capture

– VHS video camera

– TV/VCR/Projector

– Movement analysis software (ASTAR, NEAT systems)

– Advanced features

Keep body alignment

VTFB Technology continued

• Digital Image (Best)– Digital Camera

– Firewire

– Advanced Features

– Better graphics

– Compressed files

• Plan for the future!

Learning Theory and Benefits of VTFB

• Information Feedback (Magill, 1998)

– Knowledge of Performance (KP)– Undetected (critical) Movement Aspects– Error Detection and Correction– Modalities (verbal/visual)– Frequency (schedule of feedback)

VTFB Learning Theory continued

• Motivation and effort (Magill, 1998)

• Cognitive Effort in the learning process (Lee, Swinnen, & Serrien, 1994).

• Behavioral Change (Schunk, 1987; Langley, 1987)– peer and self models

VTFB Research

• Research has been relatively limited, and some findings suggest that VTFB is not always beneficial to learning

• Usefulness of VTFB Dependent on Pedagogical Variables:

– skill level of learner

– viewing frequency

– instructor methods and guidance

Using VTFB Effectively

• Software Features and Instructional Strategies

• Pedagogical Guidelines

• Educational Applications

Software Features and Instructional Strategies

• Modeling Options– pre-post improvement– expert-learning comparisons– peer comparisons

• individual differences

Involve students in error detection

Software Features and Instructional Strategies continued

• Informational Options– frames, angles, graphics, etc.– adjustable speed – save graphics– cue words– zoom – reverse view

• Libraries of students, models, teachers

Pedagogical Guidelines

• Understand the learning “Stages” of VTFB (Darden, 1999; 2000).

• Learners generally pass through stages as they acquire motor skills

• VTFB Stage 1– Acquaintance and initial “shock”– Initial interest, motivation and enthusiasm– General feedback to gross errors

Pedagogical Guidelines continued

• VTFB Stage 2– Error detection– Direct attention to critical elements of skill

(instructor)

• VTFB Stage 3– Error detection and correction– self-guided critique

Educational Applications

• On-Site VTFB

• Capturing and converting “old” VHS video

• Instructional Videotapes

• Assessment Opportunities

Pedagogical Guidelines continued

• Integrate with Instruction– Stations– Peer or Teacher Assessment

• e.g. Check or Cue Sheets

– Take-Home/Classroom Assignments• collaborate with “academic” subjects

Specific Projects

• Get to know your students

• Develop classroom videotapes– Insufficient video library– Instructor can not perform skill

• Show progressions (pre/post)

• Showcase students

• Student projects (student tapes)

Conclusions

• VTFB a powerful tool to increase performance and learning

• Enhanced technology make it user-friendly for understanding the skill-learning process

Thanks for Your Attendance!