Using video feedback to improve horseback-riding skills

Immediate effects of different feedback methods on running jump height and motion improvement in male college basketball players

The study aimed to assess the validity and accuracy of estimating running jump (RJ) height using the high-speed camera of a smartphone and to evaluate the effectiveness of oral and visual feedback via a smartphone in enhancing RJ movements and height in skilled athletes. Twenty male college basketball players were randomly assigned to either the Oral Feedback (OF) or Oral and Visual Feedback (OVF) group. Initially, participants performed RJs on force plates while being recorded with an iPhone (240 fps). Jump heights were estimated using the video, force plate data, and position data from pelvic markers (JHiPhone, JHFP, and JHRM, respectively). Subsequently, each group received tailored feedback based on the RJ video. After feedback, participants performed RJs again, and jump heights were re-estimated. The JHiPhone measurements were systematically higher but showed acceptable random errors compared to JHRM, with excellent reproducibility and strong positive correlations with JHFP and JHRM. Only the OVF group showed significant improvements in jump height post-feedback. Our results indicate that JHiPhone is a valuable and accurate tool for sports settings. Additionally, the results demonstrated that visual feedback using a smartphone is effective and should complement oral feedback to enhance RJ jump height in real sports settings.

Video-recorded Endotracheal Intubations: An Educational Tool in Airway Management Training for Pulmonary and Critical Care Fellows

Background

Expert airway management is an essential skill for pulmonary and critical care fellows. Providing high-quality real-time feedback to trainees performing emergent intubations is often limited because of the acuity of the situation and the lack of full airway visualization by the supervising provider.

Objective

We sought to improve the quality of airway management education in a pulmonary and critical care fellowship training program by recording all emergent intubations and systematically reviewing select videos at a regularly scheduled airway management conference.

Methods

We introduced several modifications to our airway training curriculum, including the recording of all fellow-performed emergent tracheal intubations along with a regularly scheduled conference in which selected videos recordings were systematically reviewed. Surveys completed by trainees before and after the redesign of the curriculum were used to determine the efficacy of the individual curriculum modifications. Paired Student's t tests, χ2 tests, and Kruskal-Wallis tests were used for statistical analysis. A P value lower than 0.05 was considered significant in all analyses.

Results

After completion of the redesigned curriculum, trainees (100% response rate) demonstrated improved technical knowledge (P < 0.04) and procedural confidence (P < 0.04) with regard to airway management. Of the modifications incorporated into the curriculum redesign, fellows ranked the video-recorded intubation review conference as the most beneficial (P = 0.001) of the educational interventions.

Conclusion

Recording of trainee-performed intubations and subsequent review of these videos using a standardized rubric was a highly valued modification to our fellowship airway training curriculum.

Comparing video feedback and video modeling plus video feedback for improving soccer skills

This study compared the effects of video feedback (VF) as a stand-alone intervention and video modeling plus video feedback (VMVF) for improving soccer players' static ball control skills. Research has suggested that VF alone and VMVF produce substantial improvements for young athlete's skills, though no studies have compared the two. Therefore, we used a multiple-baseline-across-participants design with embedded alternating treatments to compare VF and VMVF. Two 10-year-old female soccer players and one 9-year-old male soccer player participated. The first author implemented the VF and VMVF training procedures and assessed the same three target behaviors across participants. The results suggested that VF and VMVF produced similar increases in performance for two of three participants and that VMVF produced slightly greater increases for one participant. In addition, both interventions were effective at substantially improving ball control skills from baseline levels and relative to a control skill.

A comparison of TAGteach and video self-evaluation to improve dance movement accuracy

Previous behavior-analytic research to improve dance performance has separately demonstrated the efficacy of TAGteach and self-evaluative video feedback. However, no research has directly compared these two interventions. In this study, we used an adapted alternating-treatment design to examine the effects of TAGteach versus self-evaluative video feedback to improve the accuracy of dance movements among four beginner-level dance students. All participants performed better on movements that were taught using TAGteach compared with those that were taught using video self-evaluation. However, conclusions about the superiority of TAGteach should be tempered until further research on this topic is conducted.

Evaluating peer-implemented video feedback to improve weight training form

This study evaluated the effectiveness of behavioral skills training (BST) to teach peer-trainers to implement video feedback (Study 1) and evaluated the effectiveness of peer-implemented video feedback to increase proper deadlifting form across 3 participants (Study 2). A nonconcurrent, multiple baseline design across participants was employed to evaluate BST and peer implemented video feedback. Results demonstrate that BST was effective for teaching peer-trainers to implement video feedback and video feedback led to improvement of deadlifting form across all participants.

Training soccer goalkeeping skills: Is video modeling enough?

Scant literature exists assessing the effectiveness of video modeling (VM) alone in the sports literature. Further evaluations of VM to improve sports skills is warranted because VM is an accessible and efficient procedure that has successfully improved skills in other fields of practice (e.g., staff training, medical procedures). Additionally, behavior analysts have not evaluated interventions for improving goalkeeping skills for individual soccer players. Therefore, we replicated the 1 behavior-analytic sports study on VM (Quinn et al., 2020), using a multiple baseline design across behaviors to evaluate the effects of VM and VM + video feedback (VF) to train 3 goalkeeper skills to two 9-year-old soccer players. The results showed that, although VM had some effect on performance compared to baseline, VM + VF resulted in the robust outcomes necessary for proficient performance of the goalkeeper skills. We discuss the results and limitations.

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

While 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.

Effects of Non-Contact Corrective Exercise Continuum for 12 Weeks on Postural Imbalance in Adults

OBJECTIVES This study was to examine the effect of the 12-week video-based non-contact corrective exercise continuum (CEC) program on the forward head posture, central asymmetry, varus and valgus knees for men and women with postural imbalance.METHODS Subjects were recruited openly by the Internet community and measured their posture with a 3D whole body scanner (Medicube WS-210, Korea), and then classified into exercise group (n=32, EG) and control group (n=32, CG). Total subjects were classified into forward head posture exercise group (n=8), central asymmetry exercise group (n=8), varus exercise group (n=8), valgus exercise group and each control group (n=8). For the non-contact home training, 12 weeks of 30 minutes/day, 3 times/week, corrective exercise continuum were conducted. The CEC program is an effective treatment to correct the anatomical alignment of the extremities as suggested by the National Academy of Sports Medicine.RESULTS As a result, the distance between the centers according to the forward head posture CEC program in EG, the angle of spinal inclination of the cervical and thoracic vertebrae, and central asymmetry were lowered (p<.05). Body shape distribution balance and shoulder tilt angle were lowered in EG according to the central asymmetry CEC program (p <.05). According to the varus CEC program in EG, the distance between the center of the knee, the tilt angle of the femur and tibia, and body shape distribution were lowered (p <.05). According to the valgus CEC program in EG, the distance between the center of the knee increased, and the tilt angle of the femur and tibia decreased (p<.05).CONCLUSIONS The effect of improving the anterior head posture, central asymmetry, varus and valgus knees of postural imbalance according to the CEC program was confirmed. It is thought that the CEC program can restore optimal neuromuscular control by restoring proper joint kinematics and restore posture and balance by reducing the observed muscle tension.

The effect of verbal feedback, video feedback, and self-assessment on laparoscopic intracorporeal suturing skills in novices: a randomized trial

BACKGROUND

Laparoscopic skill acquisition involves a steep learning curve and laparoscopic suturing is an exceptionally challenging task. By improving the way feedback is given, trainees can learn these skills more effectively. This study aims to establish the most effective form of structured feedback on laparoscopic suturing skill acquisition in novices, by comparing the effects of expert verbal feedback, video review with expert feedback (video feedback), and video review with self-assessment.

METHODS

A prospective randomized blinded trial comparing verbal feedback, video feedback, and self-assessment. Novices in laparoscopic surgery were tasked with performing laparoscopic suturing with intracorporeal knot tying. Time was given for practice, and pre- and post-feedback assessments were undertaken. Suturing performance was measured using a task-specific checklist and global ratings. A post-study questionnaire was used to measure participant-perceived confidence, knowledge, and experience levels.

RESULTS

Fifty-one participants were randomized and allocated equally into the three groups. Performance in all three groups improved significantly from baseline. Video feedback had the largest improvement margin with checklist and global score improvements of 17.1% (± 9.9%) and 14.7% (± 9.3%), respectively. Performance improvements between groups were statistically significant in the global components (p = 0.004) but not the checklist components (p = 0.186). Global score improvement was significantly better in the video feedback group but was statistically insignificant between the self-assessment and verbal feedback groups. Questionnaire responses demonstrated positive results in confidence, knowledge, and experience levels, across all three study groups, with no differences between the groups (p > 0.05).

CONCLUSION

Structured video feedback facilitates reflection and self-directed learning, which improves the ability to develop proficiency in surgical skills. Combining both self-assessment and video feedback may be beneficial over verbal feedback alone due to the advantages of video review. These techniques should therefore be considered for implementation into surgical education curricula.

Using Video Self-Evaluation to Enhance Performance in Competitive Dancers

This study used a multiple-baseline across-behaviors design to evaluate the use of video self-evaluation on the performance of 3 dance movements. The procedure improved all 3 dance moves for 3 adolescents on a competitive dance team. Video self-evaluation was shown to be an efficient, accessible, and socially valid procedure to increase the performance of competitive dance movements.

Using auditory feedback in body weight training

Auditory feedback has been successfully used to enhance performance in several sports such as golf and dance. The current study used auditory feedback procedures (i.e., a clicker) to improve the performance of 3 students performing a handstand. Handstands are part of a discipline called body weight training, that uses only the weight of an individual's own body to gain strength and body control. A multiple baseline design across four components was used to evaluate the effectiveness of auditory feedback. The results showed that auditory feedback was effective. The students and the trainer were highly satisfied with the auditory feedback procedure. Implications for future research are discussed.

Increasing accuracy of rock-climbing techniques in novice athletes using expert modeling and video feedback

Several studies have examined the efficacy of behavior analytic coaching strategies in sports to increase performance fluency. Rock climbing is a multifaceted sport requiring mastery of several complex behavior chains in order to successfully navigate climbing surfaces. To date, most investigations have focused on the physiological aspects of rock climbing, as opposed to training specific rock-climbing movements. In this replication and extension, researchers used a multiple baseline design across skills to examine an expert video modeling plus video and verbal feedback training package on foundational rock-climbing skills of novice adult climbers. Results demonstrated that all participants showed an increase in accurate performance for all three skills that were targeted in the intervention.

Reducing risk of head injury in youth soccer: An extension of behavioral skills training for heading

Recently, concerns regarding sport-related concussions have increased within the research literature, the media, and popular culture. One potential source of soccer-related concussions involves the purposeful striking of the ball with one's head (i.e., heading). There is currently limited research on an effective teaching method to improve safe heading technique. In the current study, Behavior Skills Training (BST) was evaluated as a method to teach correct heading techniques to youth soccer players. BST increased the percentage of correct steps for each player based on a task analysis of heading. Based on social validity questionnaires administered to players and the coach, BST was rated as an acceptable form of training. After the final training session, experienced coaches rated each player as having improved from baseline to training.

Data presentation options to manage variability in physical activity research

This paper presents seven tactics for managing the variability evident in some physical activity data. High levels of variability in daily step-count data from pedometers or accelerometers can make typical visual inspection difficult. Therefore, the purpose of the current paper is to discuss several strategies that might facilitate the visual interpretation of highly variable data. The seven strategies discussed in this paper are phase mean and median lines, daily average per week, weekly cumulative, proportion of baseline, 7-day moving average, change point detection, and confidence intervals. We apply each strategy to a data set and discuss the advantages and disadvantages.