Evaluating video modeling and video modeling with video feedback to enhance the performance of competitive dancers

Abstract

This study evaluated the use of video modeling and video modeling plus video feedback to enhance four adolescents' performance of a dance movement. Intervention was evaluated in a multiple baseline across participants design. This study found that video modeling enhanced performance from baseline, but the addition of video feedback produced further increases. For one participant, improvement was dependent on the perspective of the video model. Implications of these findings and suggestions for future research are discussed.

Pilot study of a manualized behavioral coaching program to improve dance performance

“…The outcomes of the behavioral coaching procedures used in this study in improving student dance performance are similar to results reported in previous research on auditory feedback (Quinn et al, 2015b), public posting (Quinn et al, 2017b), video modeling with video feedback (Quinn et al, 2020), and peer auditory feedback (Quinn et al, 2017a). The results suggest that the manualized POINTE Program may have the potential to be a feasible and useful tool for dance instructors to train students with minimal reliance on a researcher or behavior analyst.…”

“…The researchers found that the coaching procedures increased dance skills across all four dancers. Additional studies on behavioral coaching in dance evaluated TAGteach (Quinn et al, 2015b), peerimplemented TAGteach (Quinn et al, 2017a), public posting with graphical feedback (Quinn et al, 2017b), and video modeling with video feedback (Quinn et al, 2020). Although the aforementioned studies demonstrated positive outcomes for dancers, minimal research currently exists to guide dance instructors in the use of these behavioral coaching procedures.…”

“…Video modeling involves showing the participant a video of an expert or themselves performing a target skill correctly; whereas video feedback involves the participant viewing a video of their own performance and receiving verbal feedback on correct and incorrect components of the skill performed (Schenk & Miltenberger, 2019). Quinn et al (2020) evaluated video modeling alone and video modeling combined with video feedback with four adolescent dancers. The results revealed that video modeling produced a small increase in the percentage of steps performed correctly, but the video modeling combined with video feedback resulted in larger increases.…”

A comparison of verbal feedback and video feedback to improve dance skills.

“…In recent years, variations of video feedback interventions have been extended to evaluate the effectiveness of the interventions to improve dance skills. Quinn et al (2020) evaluated video modeling (VM) alone and a video modeling with video feedback (VMVF) to improve the dance skills of four competitive dancers in a multiple baseline across participants design. The researchers found that VM alone resulted in a small effect on the performance of the skills for the four dancers, but VMVF produced larger increases in performance.…”

Training soccer goalkeeping skills: Is video modeling enough?

“…If they found VM alone to be insufficient, the coach or trainer may then deem the attention, time, and effort for an added VF component to be worthwhile. Quinn et al (2020) illustrate a good example of this type of assessment. The authors used a multiple baseline design across participants to first evaluate VM, then VM + VF to improve athletic performance for four preteen (aged 9-13 years) competitive dancers.…”