Effect of Video Modeling Process on Teaching/Learning Hurdle Clearance Situations on Physical Education Students

Amara, Samiha; Mkaouer, Bessem; Nassib, Sarra Hammoudi; Chaaben, Helmi; Hachana, Younés; Salah, F.Z. Ben

doi:10.4236/ape.2015.54027

Cited by 16 publications

(13 citation statements)

References 29 publications

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“…Yet, several studies have shown the potential of using VFB in PE teaching to improve the effectiveness of demonstrations (Lhuisset and Margnes 2014) for enhancing skill learning, knowledge and game understanding (Blomqvist, Luhtanen, and Laakso 2001;Koekoek et al 2018). Studies seeking to assess the specific effect of VFB on motor skill acquisition in a PE setting at different education levels have shown its effectiveness when it was coupled with teacher feedback (Mérian and Baumberger 2007;Uhl and Dillon 2009;Potdevin et al 2013;Amara et al 2015;Kretschmann 2017). No effects have been observed when VFB was provided without the instruction as well (Madou and Cottyn 2015).…”

Section: Introductionmentioning

confidence: 99%

How can video feedback be used in physical education to support novice learning in gymnastics? Effects on motor learning, self-assessment and motivation

Potdevin

Vors

Huchez

et al. 2018

Physical Education and Sport Pedagogy

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Background: Much of the existing research concerning the use of video feedback (VFB) to enhance motor learning has been undertaken under strictly controlled experimental conditions. Few studies have sought to explore the impact of VFB on the skill learning experience of the students in a structured, school-based physical education (PE) setting. Most of those studies have only used qualitative approaches to implicate the potential value of VFB to enhance skill acquisition, students' engagement or selfassessment ability. Using a quantitative approach, the aim of this study was to investigate effects of using VFB on motor skill acquisition, selfassessment ability and motivation in a school-based learning environment (structured PE programme) with novice children learning a gymnastic skill. Method: Two French classes of beginners took part in a typical five-week learning programme in gymnastics. During each of the five, weekly lessons participants carried out the same warm-up routine and exercises. The experimental group (10 girls-8 boys, 12.4 ± 0.5 years) received VFB intermittently when learning a front handstand to flat back landing. VFB was given after every five attempts, combined with self-assessment and verbal instructions from the teacher. The control group (12 girls-13 boys, 12.6 ± 0.4 years) received exactly the same training but was not given VFB. In order to assess progress in motor skills, the arm-trunk angle (handshoulder-hip) was measured in the sagittal plane just as the hips formed a vertical line with the shoulders. Motivation was assessed using the Situational Motivation Scale questionnaire (Guay, F., R. J. Vallerand, and C. Blanchard. 2000. "On the Assessment of Situational Intrinsic and Extrinsic Motivation: The Situational Motivation Scale (SIMS)." Motivation and Emotion 24 (3): 175-213), and self-assessment ability was measured by self-perception task scores. Results: Statistical analysis of arm-trunk angle values showed significant differences only for the VFB group between the fifth lesson and all other lessons. Between lessons 4 and 5, the arm-trunk angle value increased significantly from 146.6 ± 16.9 degrees to 161.2 ± 14.2 degrees (p < .001; ES = 0.94). Self-assessment scores improved significantly for the VFB group between lesson 1 and lesson 2 (p < 0.01, ES = 1.79) and between lesson 4 to lesson 5 (p < .01, ES = 0.94). Amotivation decreased significantly for the VFB group between lesson 1 and lesson 5 (3.06 ± 1.42 vs. 2.12 ± 0.62, p < .001, ES = −0.89).

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Section: Introductionmentioning

confidence: 99%

How can video feedback be used in physical education to support novice learning in gymnastics? Effects on motor learning, self-assessment and motivation

Potdevin

Vors

Huchez

et al. 2018

Physical Education and Sport Pedagogy

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“…Ten weeks of exercises in the field of hurdle sprint race is a sufficient period to evaluate the ,,post-training" effects (Amara et al, 2015).…”

Section: Protocolmentioning

confidence: 99%

Hurdle Race in Early Education – 10 Weeks of Arts and Physical Activities

Iskra

Walaszczyk

Przednówek

2017

pijss

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“…A didactical tool that may support the mutual agreement and accuracy of students' perceptions during DI is reviewing video footage from students' actual game play. In general, researchers have claimed beneficial effects of digital video in PE and sports, especially when used for video-modeling (Amara et al 2015;Sani and Khan 2017) and assessment for learning such as feedback (O'Loughlin, Chróinín, and O'Grady 2013; Kok and van der Kamp 2018;Palao et al 2015;Van der Kamp et al 2015;Weir and Connor 2009). This research has largely focused on supporting the learning of motor skills or techniques, and only few studies have investigated digital video to enhance game understanding (e.g.…”

Section: Digital Video and Debates In Game-based Settingsmentioning

confidence: 99%

Exploring students’ perceptions of video-guided debates in a game-based basketball setting

Koekoek

Kamp

Walinga

et al. 2019

Physical Education and Sport Pedagogy

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Background: Digital video has been increasingly adopted as a pedagogical tool in physical education. One implementation is in teaching students' tactical understanding in games, in which it can promote students' perceptions and shared understanding in learning tactical situations within a game-based approach. Purpose: The central aim of this study was to explore how mutual agreement and accuracy of students' perceptions of tactical aspects of a basketball game situation and students' perceived learning outcomes are influenced by using a debate of ideas (DI) setting that is enriched with video footage from digital tagging the foregoing game play. Participants and setting: Two groups of secondary school students (N = 20, 11-13 years) judged the tactical appropriateness of 'shooting at the basket' in modified basketball games during three lessons. In-between two matches, a debate of ideas session was organized. One group of students introduced video-tagged video-clips into the debate, while the second group debated without video-clips. Students' mutual agreements in identifying and judging a shot on basket was assessed, as well as the accuracy of students' judgements of shots during the games. In addition, students' perceived learning outcomes were determined after each lesson. Findings: The results of the study revealed for both groups relatively low percentages of agreement among students with respect to identifying and judging a shot on basket. This shows that students perceived the situations that were debated differently. Similarly, both groups showed low accuracy in their judgements regarding the appropriateness of the shot. No group differences were revealed. However, students of the video-guided group had increased shared understanding regarding their perceived learning outcomes in comparison to students that debated without video. Conclusion: The debate of ideas in a pedagogical game-setting generated a variety of meanings about tactical situations among students, which were weakly dependent of the debate being enriched by digital video. Student-centered debates supplemented with video-clips can support teachers in promoting students' shared understanding of tactical learning objectives of games.

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Effect of Video Modeling Process on Teaching/Learning Hurdle Clearance Situations on Physical Education Students

Cited by 16 publications

References 29 publications

How can video feedback be used in physical education to support novice learning in gymnastics? Effects on motor learning, self-assessment and motivation

How can video feedback be used in physical education to support novice learning in gymnastics? Effects on motor learning, self-assessment and motivation

Hurdle Race in Early Education – 10 Weeks of Arts and Physical Activities

Exploring students’ perceptions of video-guided debates in a game-based basketball setting

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