Background: Laboratory studies have shown that self-controlled (video) feedback benefits motor learning and self-motivational beliefs. These outcomes are relevant to Physical Education (PE), but need to be verified for PE settings, in which practice and feedback need to be organized in large groups rather than individually as is common in laboratory studies. Purpose: The main aim of this study was to examine the effects of selfcontrolled video feedback on students' motor learning and self-efficacy in a PE setting when students obtain feedback relatively independent of the teacher. The secondary aim was to examine to what extent self-control and self-efficacy during practice predicted students' motor learning. Method: Participants were 56 grade 1 students of a regular secondary school who practised the shot-put during four practice sessions organized during PE lessons. One class practised with self-controlled video feedback (SC-VF group, n = 22). They practised relatively independent of the teacher: peers filmed each other and analysed the recorded video with help from video applications, a video model and cue cards. A second class practised in a similar fashion. However, they were yoked to the first group and could not choose the timing and frequency of feedback delivery (externally controlled video feedback, EC-VF group, n = 17). A third group practised in a traditional way (teacher guided TG group, n = 17) with demonstrations, verbal instructions and feedback from a PE teacher. Shot-put distance, shot-put technique and self-efficacy were measured in a pre-(week 1), post-(week 8) and retention (week 9) test. During practice (weeks 2-7, including four practice sessions), students rated their self-efficacy. After the last practice session, students rated their perceptions towards practice (i.e. perceived enjoyment and perceived learning effect). Hierarchical twostepped linear regression analyses were performed to explore whether the type of intervention (SC-VF, EC-VF or TG group) and self-efficacy during practice predicted motor learning. Findings: Results showed that shot-put distance and technique increased significantly after practice, without differences between groups. Selfefficacy improved significantly after practice for the SC-VF (from pre-to retention test) and the TG groups (from pre-to post-and retention test), but not for the EC-VF group. Furthermore, students in the SC-VF group reported a higher perceived learning effect, compared to students in the ARTICLE HISTORY
Contrary to researchers' current focus on individual motor skill learning, in institutional settings such as physical education and sports motor skill learning is often taught in groups. In these settings, there is not only the interaction between teacher and learner (analogous to research), but also the many interactions between the learners in the group. In this paper, we discuss the pitfalls of applying research findings without taking into account the different dynamics that the interactions between group members bring about. To this end, we especially discuss implicit motor learning and self-controlled feedback, as these have recently been hailed as being particularly effective for increasing motor skill and self-efficacy. Proposals are provided to adopt these methods for motor skill learning in groups. This is not only relevant for practitioners in physical education and sports, but also establishes an agenda for research.Key words: motor learning; group dynamics; physical education; children; implicit learning, selfcontrolled feedback.
A b s t r a c tCorrespondence/correspondencia: John van der Kamp VU University Amsterdam, The Netherlands Email: j.vander.kamp@vu.nl A diferencia del enfoque actual de los investigadores sobre aprendizaje de habilidades motrices en contextos institucionales tales como la educación físca y los deportes, el aprendizaje motor se enseña frecuentemente en grupos. En estos contextos no solo hay interacción entre el profesor y el alumno (como en el caso de la investigación), sino que también se producen numerosas interacciones entre los alumnos en el seno del grupo. En este artículo se discuten las dificultades en la aplicación de los resultados de estas investigaciones cuando no se tienen en cuenta las diferentes dinámicas que surgen entre los miembros del grupo. Con este fin, expresamente centramos la atención en el aprendizaje motor implícito y el feedback autorregulado, ya que éste ha sido destacado por ser especialmente eficaz para el aumento de las habilidad motriz y la percepción de autoeficacia. Se ofrecen propuestas para la adopción de estos métodos para el aprendizaje de habilidades motrices en grupo. Esto no solo es relevante para los profesionales de la educación física y el deporte, sino que sirve para establecer una nueva línea de investigación.Palabras clave: aprendizaje motor; dinámica grupa; educación física; niños; aprendizaje implícito; feedback autorregulado.
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