scholarly journals Video-based visual feedback to enhance motor learning in physical education—a systematic review

2021 ◽  
Author(s):  
Moritz Mödinger ◽  
Alexander Woll ◽  
Ingo Wagner
Keyword(s):  
Physical Education ◽  
Motor Learning ◽  
Skill Acquisition ◽  
Visual Feedback ◽  
Digital Literacy ◽  
School Environment ◽  
Quality Criteria ◽  
Daily Practice ◽  
Technical Equipment ◽  
Verbal Feedback

AbstractWhile studies have indicated that visual feedback promotes skill acquisition and motor learning in controlled settings and for various sports, less is known about its feasibility in physical education, which has specific needs and conditions. For this reason, a systematic literature review was conducted regarding video-based visual feedback in physical education. Out of 2030 initially examined studies, 11 matched the selection and quality criteria. The goal was to determine whether visual feedback can be effective regarding motor learning in physical education in primary and secondary schools, and to investigate whether different visual feedback variants (expert modeling and self-modeling), supported by verbal feedback, are more effective than verbal feedback alone. Subsequently, the different conditions (e.g., age, group size, duration) of the included studies were evaluated for their suitability for everyday applications. Video-based visual feedback seems to be effective to enhance motor learning in physical education and seems to be more effective than solely verbal feedback. However, the results show that the specific conditions (class size, scheduled lessons, available time, technical equipment, the digital literacy of teachers, and data protection) of a school environment must be considered before implementing visual video feedback in daily practice.

scholarly journals Long-term Motor Learning in the Wild with High Volume Video Game Data

2021 ◽  
Author(s):  
Jennifer B Listman ◽  
Jonathan Tsay ◽  
Hyosub E Kim ◽  
Wayne E Mackey ◽  
David J Heeger
Keyword(s):  
Motor Learning ◽  
Time Scales ◽  
Skill Acquisition ◽  
Video Game ◽  
Motor Skill ◽  
Nonlinear Function ◽  
High Volume ◽  
Daily Practice ◽  
Time Frame ◽  
Large Sample Size

Motor learning occurs over long periods of practice during which motor acuity (the ability to execute actions more accurately, precisely, and within a shorter amount of time) improves. Laboratory-based motor learning studies are typically limited to a small number of participants and a time frame of minutes to several hours per participant. Thus, there is a need to assess the generalizability of theories and findings from lab-based motor learning studies on much larger samples across longer time scales. In addition, laboratory-based studies of motor learning use relatively simple motor tasks which participants are unlikely to be intrinsically motivated to learn, limiting the interpretation of their findings in more ecologically valid settings. We studied the acquisition and longitudinal refinement of a complex sensorimotor skill embodied in a first-person shooter video game scenario, with a large sample size (N = 7174 participants, 682,564 repeats of the 60 sec game) over a period of months. Participants voluntarily practiced the gaming scenario for as much as several hours per day up to 100 days. We found improvement in performance accuracy (quantified as hit rate) was modest over time but motor acuity (quantified as hits per second) improved considerably, with 40-60% retention from one day to the next. We observed steady improvements in motor acuity across multiple days of video game practice, unlike most motor learning tasks studied in the lab that hit a performance ceiling rather quickly. Learning rate was a nonlinear function of baseline performance level, amount of daily practice, and to a lesser extent, number of days between practice sessions. In addition, we found that the benefit of additional practice on any given day was non-monotonic; the greatest improvements in motor acuity were evident with about an hour of practice and 90% of the learning benefit was achieved by practicing 30 minutes per day. Taken together, these results provide a proof-of-concept in studying motor skill acquisition outside the confines of the traditional laboratory and provide new insights into how a complex motor skill is acquired in an ecologically valid setting and refined across much longer time scales than typically explored.

scholarly journals Motor Learning of Complex Tasks with Augmented Feedback: Modality-Dependent Effectiveness

2021 ◽  
Vol 18 (23) ◽  
pp. 12495
Author(s):  
Jarosław Jaszczur-Nowicki ◽  
Oscar Romero-Ramos ◽  
Łukasz Rydzik ◽  
Tadeusz Ambroży ◽  
Michał Biegajło ◽  
...  
Keyword(s):  
Motor Learning ◽  
Body Mass ◽  
Visual Feedback ◽  
Vertical Jump ◽  
Body Height ◽  
Verbal Feedback ◽  
Complex Tasks ◽  
Significant Difference ◽  
Verbal Group ◽  
Post Test

Background: This paper aims to evaluate the effectiveness of feedback modalities in the motor learning of complex tasks. Methods: This study examined sixty-one male university students randomised to three groups: group Verbal (VER) = 20 (body height 178.6 ± 4.3 cm, body mass 81.3 ± 3.7 kg, age 20.3 ± 1.2 years), group Visual (VIS) = 21 (body height 179 ± 4.6 cm, body mass 82 ± 3.4 kg, age 20.3 ± 1.2 years), and group Verbal–Visual (VER&VIS) = 20 (body height 178.6 ± 4.3 cm, body mass 81.3 ± 3.7 kg, age 20.3 ± 1.2 years). The duration of the experiment was 6 months. Training sessions were performed three times per week (on Mondays, Wednesdays, and Fridays). The participants were instructed to perform a vertical jump with an arm swing (with forward and upward motion). During the jump, the participants pulled their knees up to their chests and grabbed their lower legs. The jump was completed with a half-squat landing, with arms positioned sideward. The jumping performance was rated by three gymnastic judges on a scale from 1 to 10. Results: A Tukey post hoc test revealed that in the post-test, a significant difference in the quality of performance was found between the Verbal group concerning errors combined with visual feedback on how to correct them (VER&VIS), the Verbal group concerning errors (VER), and the Visual group with visual feedback on the correctness of task performance (VIS). The ratings observed in the post-test were significantly higher in group VER&VIS than in groups VER and VIS (9%; p < 0.01 and 15%; p < 0.001, respectively). All judges’ ratings observed in group VER&VIS and VIS decreased insignificantly, but in group VER the ratings improved insignificantly. Conclusion: Providing verbal feedback combined with visual feedback on how to correct errors made in performing vertical jumps proved more effective than the provision of verbal feedback only or visual feedback only.

scholarly journals CHOPPED-POT SITUATION IN TEACHERS DEVELOPMENT VIA ACTION RESEARCH TECHNIQUES IN CYBER ERA

2021 ◽  
Vol 1 ◽  
pp. 349-362
Author(s):  
Jiří Kropáč
Keyword(s):  
Action Research ◽  
Digital Literacy ◽  
School Environment ◽  
Personal Development ◽  
Daily Practice ◽  
Personal Contact ◽  
Classical Action ◽  
Self Reflection ◽  
Virtual Classes ◽  
The Individual

Chopped-pot (chop pot) is a poker term and a critical opening metaphor for this article. Applied action research steps and these extensions are necessary for practice during a pandemical situation in unstable and challenging teaching at universities in Czechia. Forms of teaching, personal contact and process of monitoring students’ results have changed dynamically. Mass influence of pandemic situation stopped actions at schools and many institutions all over the world. In Czechia, there has been transferred all practical and cognitive (theoretical) subjects to cyberspace. Due to the lack of government information, public fear and low digital literacy level, students have been learning in virtual classes and individual consultations. Many of them have lost contact with their critical practice and opportunities to transfer their knowledge into the school environment. We tried to modify classical action research approaches to new conditions in cyberspace and use it for pre-service and teachers’ innovation from an innovative perspective. In the methodological part, there is research presented from a full semester of gradual teachers’ development. The constructed research tool was tested in virtual conditions and monitored activities and the progress of development in teachers’ self-reflection for their future daily practice. The mixed design of research tools and a combination of the postproduction process of data open scientific feedback for their subjective inquiries in the individual personal development of educational staff in Czechia via action research model.

scholarly journals Influencia del tipo de feedback utilizado en el aprendizaje de una tarea motriz de equilibrio (Influence of the type of feedback on balance motor tasks learning)

Retos ◽  
2019 ◽  
pp. 435-440
Author(s):  
Adrià Marco Ahulló ◽  
Xavier García Massó ◽  
Carlos García Osa ◽  
Isaac Estevan Torres
Keyword(s):  
Physical Education ◽  
Motor Learning ◽  
Secondary School ◽  
Motor Task ◽  
Study Data ◽  
Physical Education Teachers ◽  
Verbal Feedback ◽  
Motor Tasks ◽  
School Students

El feedback que aportan los docentes de Educación Física puede favorecer el aprendizaje de los estudiantes en tareas motrices. La importancia de conocer la influencia del tipo de feedback a utilizar parece clave para programar con éxito las tareas a realizar. Sin embargo, actualmente la literatura existente no es capaz de advertir qué tipo de feedback es el más efectivo para el aprendizaje de una tarea motriz en adolescentes. El objetivo del presente estudio fue analizar la influencia de tres tipos de feedback terminal-verbal: i) sobre el resultado, ii) sobre el procedimiento o iii) sobre ambos (procedimiento-resultado) en el aprendizaje de una tarea motriz. La muestra estuvo compuesta por 30 alumnos/as de primer ciclo de la Educación Secundaria Obligatoria con edades comprendidas entre los 13 y 14 años (divididos aleatoriamente en los 3 grupos). Las mediciones de los datos se realizaron durante el pretest, postest y prueba de retención. Los resultados mostraron que los adolescentes que recibieron feedback sobre el procedimiento, obtuvieron unas puntuaciones más bajas en Raíz Media Cuadrática (p < ,05), lo que se relaciona con un mayor rendimiento en la tarea, que quienes lo recibieron sobre el resultado o ambos. Los hallazgos obtenidos sugieren que, para favorecer el aprendizaje de una tarea motriz de equilibrio, se recomienda que el profesorado de Educación Física aporte feedback terminal–verbal sobre el procedimiento.Abstract. Depending on the type of feedback provided by physical education teachers, students’ motor learning might be enhanced or not. The importance of understanding the influence of types of feedback seems to be essential to organize any motor learning process appropriately. Currently, it is not clear which type of feedback is the most effective for adolescents’ motor learning. The purpose of this study was to examine students’ balance motor learning according to the type of terminal-verbal feedback provided (i.e., feedback on result, feedback on process, or both). Thirty secondary school students aged between 13 and 14 years old (randomly distributed into 3 groups) participated in the study. Data collection was carried out using a balance motor task involving postural control on an unstable Wii Balance platform. Measurements were conducted at pretest, posttest, and follow-up. The results showed that students who received the terminal-verbal feedback on the process presented lower Root Mean Squared (p < ,05), considered as a better performance, than those who received feedback on result or both types of feedback. Accordingly, to favor students’ balance motor learning it is recommended that physical education teachers provide terminal-verbal feedback on process.

scholarly journals Long-Term Motor Learning in the “Wild” With High Volume Video Game Data

2021 ◽  
Vol 15 ◽  
Author(s):  
Jennifer B. Listman ◽  
Jonathan S. Tsay ◽  
Hyosub E. Kim ◽  
Wayne E. Mackey ◽  
David J. Heeger
Keyword(s):  
Motor Learning ◽  
Time Scales ◽  
Skill Acquisition ◽  
Video Game ◽  
Motor Skill ◽  
High Volume ◽  
Daily Practice ◽  
Time Frame ◽  
Large Sample Size ◽  
In The Wild

Motor learning occurs over long periods of practice during which motor acuity, the ability to execute actions more accurately, precisely, and in less time, improves. Laboratory-based studies of motor learning are typically limited to a small number of participants and a time frame of minutes to several hours per participant. There is a need to assess the generalizability of theories and findings from lab-based motor learning studies on larger samples and time scales. In addition, laboratory-based studies of motor learning use relatively simple motor tasks which participants are unlikely to be intrinsically motivated to learn, limiting the interpretation of their findings in more ecologically valid settings (“in the wild”). We studied the acquisition and longitudinal refinement of a complex sensorimotor skill embodied in a first-person shooter video game scenario, with a large sample size (N = 7174, 682,564 repeats of the 60 s game) over a period of months. Participants voluntarily practiced the gaming scenario for up to several hours per day up to 100 days. We found improvement in performance accuracy (quantified as hit rate) was modest over time but motor acuity (quantified as hits per second) improved considerably, with 40–60% retention from 1 day to the next. We observed steady improvements in motor acuity across multiple days of video game practice, unlike most motor learning tasks studied in the lab that hit a performance ceiling rather quickly. Learning rate was a non-linear function of baseline performance level, amount of daily practice, and to a lesser extent, number of days between practice sessions. In addition, we found that the benefit of additional practice on any given day was non-monotonic; the greatest improvements in motor acuity were evident with about an hour of practice and 90% of the learning benefit was achieved by practicing 30 min per day. Taken together, these results provide a proof-of-concept in studying motor skill acquisition outside the confines of the traditional laboratory, in the presence of unmeasured confounds, and provide new insights into how a complex motor skill is acquired in an ecologically valid setting and refined across much longer time scales than typically explored.

Implications of Optimal Feedback Control Theory for Sport Coaching and Motor Learning: A Systematic Review

Motor Control ◽  
2021 ◽  
pp. 1-24
Author(s):  
Steven van Andel ◽  
Robin Pieper ◽  
Inge Werner ◽  
Felix Wachholz ◽  
Maurice Mohr ◽  
...  
Keyword(s):  
Feedback Control ◽  
Motor Learning ◽  
Control Theory ◽  
Skill Acquisition ◽  
Best Practice ◽  
Optimal Feedback Control ◽  
Optimal Feedback ◽  
Different Types ◽  
Novel Theory ◽  
Feedback Control Theory

Best practice in skill acquisition has been informed by motor control theories. The main aim of this study is to screen existing literature on a relatively novel theory, Optimal Feedback Control Theory (OFCT), and to assess how OFCT concepts can be applied in sports and motor learning research. Based on 51 included studies with on average a high methodological quality, we found that different types of training seem to appeal to different control processes within OFCT. The minimum intervention principle (founded in OFCT) was used in many of the reviewed studies, and further investigation might lead to further improvements in sport skill acquisition. However, considering the homogenous nature of the tasks included in the reviewed studies, these ideas and their generalizability should be tested in future studies.

scholarly journals Effect of a Computerized Visual Feedback on the Adjustment of Time in Planning Physical Education

2013 ◽  
Vol 106 ◽  
pp. 980-987
Author(s):  
Jesús Viciana ◽  
Daniel Mayorga-Vega ◽  
Humberto Blanco ◽  
Martha Ornelas ◽  
José Tristán ◽  
...  
Keyword(s):  
Physical Education ◽  
Visual Feedback
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