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
• Computer-Based
(Better)
–
–
–
–
Video capture
VHS video camera
TV/VCR/Projector
Movement analysis
software (ASTAR,
NEAT systems)
– Advanced features
continued
Keep body alignment
VTFB Technology
• Digital Image (Best)
–
–
–
–
–
Digital Camera
Firewire
Advanced Features
Better graphics
Compressed files
• Plan for the future!
continued
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 userfriendly for understanding the skilllearning process
Thanks for Your Attendance!