The Effects of Self-Controlled Video Feedback on the Learning of the Basketball Set Shot

Abstract

Allowing learners to control some aspect of instructional support (e.g., augmented feedback) appears to facilitate motor skill acquisition. No studies, however, have examined self-controlled (SC) video feedback without the provision of additional attentional cueing. The purpose of this study was to extend previous SC research using video feedback about movement form for the basketball set shot without explicitly directing attention to specific aspects of the movement. The SC group requested video feedback of their performance following any trial during the acquisition phase. The yoked group received feedback according to a schedule created by a SC counterpart. During acquisition participants were also allowed to view written instructional cues at any time. Results revealed that the SC group had significantly higher form scores during the transfer phase and utilized the instructional cues more frequently during acquisition. Post-training questionnaire responses indicated no preference for requesting or receiving feedback following good trials as reported by Chiviacowsky and Wulf (2002, 2005). The nature of the task was such that participants could have assigned both positive and negative evaluations to different aspects of the movement during the same trial. Thus, the lack of preferences along with the similarity in scores for feedback and no-feedback trials may simply have reflected this complexity. Importantly, however, the results indicated that SC video feedback conferred a learning benefit without the provision of explicit additional attentional cueing.

Effects of self-action observation on standing balance learning: A change of brain activity detected using functional near-infrared spectroscopy

“…In a previous study on the effect of video feedback by self-action observation, Ste-Marie et al (2012) reported an effect on a task that required movement of the whole body only when not using the upper extremities. Aiken, Fairbrother & Post (2012) also reported an effect of video feedback using a similar task. Whereas, Tia et al (2010) reported an effect of the observation of others' actions in a sit-to-stand task that required movement of the whole body.…”

A review of behavioral interventions to enhance sports performance

“…Moreover, hitting only increased when larger cues were used, and behavior returned to approximately baseline levels when the cues were made smaller. One reason the abundance of positive results could be a problem is that some studies reported small but significant findings (e.g., Aiken et al, 2012 found their result statistically significant with p = 0.04, but graphical analyses showed little to no difference). Although statistics can identify differences between data sets, statistically significant results are not the same as substantial and socially significant results.…”

“…Discrimination training refers to learning to engage in specific behavior in the presence of appropriate discriminative stimuli (e.g., swing a bat in a precise way when a baseball is thrown to spin at a certain rate). (Heward, 1978) Improve curveball hitting performance Discrimination training by cue fading (Osborne, Rudrud, & Zezoney, 1990) Decrease response to negative thoughts to improve overall baseball performance Acceptance and commitment therapy (Little & Simpson, 2000) Basketball Increase foul shooting percentage Relaxation training, self-imagery, video modeling (Hall & Erffmeyer, 1983) Improve shot form Instruction, verbal feedback, video modeling, video feedback, expert modeling (Aiken, Fairbrother, & Post, 2012) Improve foul shooting accuracy Relaxation techniques, self-talk (Hamilton & Fremouw, 1985) Improve foul shooting accuracy Relaxation techniques, self-imagery (Kearns & Crossman, 1992) Improve foul shooting accuracy Goal setting, self-imagery (Lerner, Ostrow, Yura, & Etzel, 1996) Improve overall field-goal percentage Relaxation techniques, self-imagery, video highlights with inspirational music (Templin & Vernacchia, 1995) Decrease fouls, increase "assertiveness"…”

Too Much of a Good Thing: Random Practice Scheduling and Self-Control of Feedback Lead to Unique but Not Additive Learning Benefits

“…Self-controlled feedback has been established as an effective means of facilitating motor learning for a variety of tasks such as object tossing (Janelle et al, 1995; Chiviacowsky et al, 2008a,b), basketball set shot (Aiken et al, 2012), and key pressing (Chen et al, 2002; Chiviacowsky and Wulf, 2002, 2005; Patterson and Carter, 2010; Hansen et al, 2011). Purported mechanisms for SCFB effects include increased motivation (Janelle et al, 1995, 1997; Chiviacowsky and Wulf, 2002; Chiviacowsky et al, 2008a; Wulf et al, 2010), subjective error estimation (Chiviacowsky and Wulf, 2005), and enhanced information processing (Janelle et al, 1995, 1997; Wulf et al, 2005).…”