videotape feedback to enhance performance and learning of motor skills dr. gib darden mr. chad...

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 continued

• Computer-Based (Better)– Video capture

– VHS video camera

– TV/VCR/Projector

– Movement analysis software (ASTAR, NEAT systems)

– Advanced features

Keep body alignment

VTFB Technology continued

• Digital Image (Best)– Digital Camera

– Firewire

– Advanced Features

– Better graphics

– Compressed files

• Plan for the future!

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 user-friendly for understanding the skill-learning process

Thanks for Your Attendance!