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

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.

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Clinical Success Using the Audio-Visual Feedback Training for Cluttering

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_pers-sig17-2019-0018 ◽

2019 ◽

Vol 4 (6) ◽

pp. 1589-1594

Author(s):

Yvonne van Zaalen ◽

Isabella Reichel

Keyword(s):

Visual Feedback ◽

Clinical Success ◽

Pause Duration ◽

Digital Audio ◽

Male Adolescents ◽

Feedback Training ◽

Positive Effects ◽

Speech Monitoring ◽

Adolescents And Adults

Purpose Among the best strategies to address inadequate speech monitoring skills and other parameters of communication in people with cluttering (PWC) is the relatively new but very promising auditory–visual feedback (AVF) training ( van Zaalen & Reichel, 2015 ). This study examines the effects of AVF training on articulatory accuracy, pause duration, frequency, and type of disfluencies of PWC, as well as on the emotional and cognitive aspects that may be present in clients with this communication disorder ( Reichel, 2010 ; van Zaalen & Reichel, 2015 ). Methods In this study, 12 male adolescents and adults—6 with phonological and 6 with syntactic cluttering—were provided with weekly AVF training for 12 weeks, with a 3-month follow-up. Data was gathered on baseline (T0), Week 6 (T1), Week 12 (T2), and after follow-up (T3). Spontaneous speech was recorded and analyzed by using digital audio-recording and speech analysis software known as Praat ( Boersma & Weenink, 2017 ). Results The results of this study indicated that PWC demonstrated significant improvements in articulatory rate measurements and in pause duration following the AVF training. In addition, the PWC in the study reported positive effects on their ability to retell a story and to speak in more complete sentences. PWC felt better about formulating their ideas and were more satisfied with their interactions with people around them. Conclusions The AVF training was found to be an effective approach for improving monitoring skills of PWC with both quantitative and qualitative benefits in the behavioral, cognitive, emotional, and social domains of communication.

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Health and Physical Education

10.1017/cbo9781139524346 ◽

2012 ◽

Cited By ~ 6

Author(s):

Debra Callcott ◽

Judith Miller ◽

Susan Wilson-Gahan

Keyword(s):

Physical Education ◽

Health And Physical Education

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The Impact of Visual Feedback Type on the Mastery of Visuo-Motor Transformations

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000084 ◽

2012 ◽

Vol 220 (1) ◽

pp. 3-9 ◽

Cited By ~ 4

Author(s):

Sandra Sülzenbrück

Keyword(s):

Empirical Research ◽

Visual Feedback ◽

Closed Loop ◽

Motor Planning ◽

Visual Input ◽

Closed Loop Control ◽

Loop Control ◽

Feedback Type ◽

Effective Use ◽

The Impact

For the effective use of modern tools, the inherent visuo-motor transformation needs to be mastered. The successful adjustment to and learning of these transformations crucially depends on practice conditions, particularly on the type of visual feedback during practice. Here, a review about empirical research exploring the influence of continuous and terminal visual feedback during practice on the mastery of visuo-motor transformations is provided. Two studies investigating the impact of the type of visual feedback on either direction-dependent visuo-motor gains or the complex visuo-motor transformation of a virtual two-sided lever are presented in more detail. The findings of these studies indicate that the continuous availability of visual feedback supports performance when closed-loop control is possible, but impairs performance when visual input is no longer available. Different approaches to explain these performance differences due to the type of visual feedback during practice are considered. For example, these differences could reflect a process of re-optimization of motor planning in a novel environment or represent effects of the specificity of practice. Furthermore, differences in the allocation of attention during movements with terminal and continuous visual feedback could account for the observed differences.

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