Video modeling by experts with video feedback to enhance gymnastics skills

Behavioral skills training produces acquisition and generalization of run-blocking skills of high school football players

Behavioral skills training (BST) has been used to improve football players' performance in one prior study, but limited data were collected on how the skill generalized from the training environment to the natural environment. The purpose of this study was to further evaluate the effects of BST in enhancing football players' performance while also evaluating the generalization of a skill taught in a training environment (i.e., practice) to the natural environment (i.e., game-simulated scrimmage). This study included five high school offensive line football players and recorded their run-blocking skills in the training context and a game context in baseline and following BST. The results showed that BST improved performance in the training environment, with run-blocking skills slightly generalizing from the training environment to game-simulated scrimmages. When BST was conducted in the natural environment, it further improved the participants' run-blocking skills.

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.

Initial Experience of Using First-Person Wearable Video Recording Technology During Central Venous Catheter Placement in the Cardiac Operating Room

OBJECTIVE

The aim of this study was to use wearable video-recording technology to measure precisely the timing of discrete events during perioperative central venous catheter (CVC) placements.

DESIGN

A single-center, observational, exploratory study on the use of wearable video-recording technology during intraoperative CVC placement.

SETTING

The study was conducted at a University Hospital.

PARTICIPANTS

Clinical anesthesia residents, cardiothoracic anesthesia fellows, and attending anesthesiologists participated in this study.

INTERVENTIONS

Participants were asked to use eye-tracking glasses prior to the placement of a CVC in the cardiac operating rooms. No other instruction was given to the participants.

MEASUREMENTS AND MAIN RESULTS

The authors measured the total time to complete the CVC placement, phase-specific time, and specific times of interest. They compared these times across 3 training levels and tested differences with analysis of variance. The authors' findings indicated significant differences in total CVC placement time when the procedure included a pulmonary artery catheter insertion (1,170 ± 364, 923 ± 272, and 596 ± 226 seconds; F2,63 = 12.71, p < 0.0001). Additionally, they found differences in interval times and times of interest. The authors observed a reduction of variability with increasing experience during the CVC placement phase.

CONCLUSIONS

In this observational study, the study authors describe their experience using first-person wearable video-recording technology to precisely measure the timing of discrete events during CVC placement by anesthesia residents and anesthesiologists. Future work will leverage the eye-tracking capabilities of the existing hardware to identify areas of inefficiency to develop actionable targets for interventions that could improve trainee performance and patient safety.

The Positive Impact of Combining Motor Imagery, Action Observation and Coach's Feedback on Archery Accuracy of Young Athletes

In recent years, learning and motor control researchers have examined, in diverse ways, the practical strategies that enhance motor skill acquisition in sport. In this study we investigated the impact of combining Motor Imagery (MI), Feedback (F), and Action Observation (AO) on the quality of archery longbow shooting at a 10-meter target. We randomly assigned 60 young athletes to (a) a Control group (Control), (b) a Feedback and Motor Imagery group (F + MI), and (c) a Feedback, Motor Imagery, and Action Observation group (F + MI + AO). Over an 8-week intervention period athletes performed two training sessions per week. During each session, all participants engaged in two blocks of ten effective shots. Performance improvement was significantly greater in the F + MI + AO group than in the two other groups, confirming the beneficial impact of combining all three methods of improving archery accuracy. These findings suggest practical recommendations for athletes and trainers for delivering optimal mental training to improve shooting accuracy for these archers.

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.

Effectiveness of Video Modeling in Improving Technical Skills in Young Novice Basketball Players: A Quasi-Experimental Study

(1) Objective: This is a quasi-experimental study that investigated the effect of four weeks of training sessions using video modeling (VM) on individual and collective technical skills in young novice basketball players. (2) Method: 20 players were equally assigned to either a control group (CG, n = 10; 12 ± 0.7 years) or a video modeling group (VMG, n = 10; 12.5 ± 0.5 years; visualizing videos before each session) were assessed before and after the four-week training period using the Basketball Skill Test of the American Alliance for Health, Physical Education, Recreation and Dance for individual techniques and three vs. three small-sided games for collective aspects. (3) Results: For the passing test, VMG induced higher performance than CG (p = 0.021; d = 0.87). For offensive balls post-intervention, higher values were recorded for VMG compared to CG (p = 0.003; d = 1.81). In addition, the number of attack balls index post-intervention was higher for VMG compared to CG (p = 0.001; d = 0.28). For losing the ball, VMG induced lower values than CG after the training intervention (p < 0.001; d = -3.23). The efficiency index was higher post-training compared to pre-training for VMG (p = 0.013; d = 1.24). (4) Conclusion: The study highlighted the importance of using video modeling as an effective strategy to improve technical skills and collective performance in novice young basketball players.

An Evaluation of Virtual Training for Teaching Dance Instructors to Implement a Behavioral Coaching Package

Few dance instructors receive formal training on how to teach dance skills using behavioral coaching methods and may employ an authoritarian teaching style that utilizes coercive feedback, which can adversely affect dancers' experiences. A behavior analytic approach to dance education may provide dance instructors with strategies that increase the accuracy of dance movements and positively affect dancers' satisfaction with their dance classes. Using a concurrent multiple-baseline design across five dance instructors, we evaluated the outcomes of a virtual training informed by the behavioral skills training framework on dance instructors' implementation of an introductory behavior analytic coaching package consisting of four strategies: task analyzing, emphasizing correct performance with focus points, assessing performance through data collection, and using behavior-specific feedback. We selected these strategies to provide dance instructors with a solid foundation to behavioral coaching methods. It is promising that all dance instructors who participated in virtual training met mastery criteria and maintained their performance at a 1-month follow-up. Future research may consider exploring virtual adaptations that promote more efficient training methods for teaching dance instructors to implement behavioral coaching methods.

Prescribing tailored home exercise program to older adults in the community using a tailored self-modeled video: A pre-post study

Background

Community rehabilitation for older people after hospital discharge is necessary to regain functional ability and independence. However, poor adherence to exercise programs continues to hinder achieving positive health outcomes in older people. This study aimed to evaluate the effectiveness of prescribing a tailored video self-modeled DVD-HEP for 6 weeks, on functional mobility, physical activity, exercise self-efficacy, and health-related quality of life, in a sample of frail older adults.

Materials and methods

A pre- and post-test intervention study design was conducted, with each participant acting as their own control. A convergent, parallel, mixed-methods approach involving quantitative, and qualitative data collection was used. Participants received an individualized assessment at baseline and subsequently were provided with a 30-min tailored 6-week self-modeled DVD-HEP that showed the physiotherapist instructing the participant. The physiotherapist phoned participants fortnightly to encourage engagement in the program and explore responses to it. Outcomes evaluated included functional mobility, balance, gait speed, and exercise self-efficacy.

Results

Participants (n = 15) showed clinically meaningful improvements at follow-up compared to baseline in functional mobility (TUG_MCID = 3.4-3.5 s, 3-MWT_MCID = 0.1-0.2 m/s) and gait speed (3-MWT_MCID = 0.1-0.2 m/s). There were also significant improvements in balance and self-efficacy for exercise and a 2.5- and a 1.3-fold increase in moderate and light physical activity participation at follow-up compared to baseline. The deductive themes were: (i) Enjoyment, self-efficacy, and wellbeing; (ii) Achieving life goals; (iii) Background music as a motivator to adherence; and (iv) Enhanced motor performance and learning: Task goal mastery, multimodal feedback, autonomy to self-regulate learning. The new inductive theme was (v) Preference for in-person support for exercise.

Conclusion

Future studies are warranted to compare a tailored self-modeled video HEP to face-to-face programs and other digital health modalities to evaluate older adults' adherence levels and functional improvement.

Use of Observational Learning to Promote Motor Skill Learning in Physical Education: A Systematic Review

Observational learning is an effective pedagogical approach that can influence students' motor skill development at every level of physical education (PE). This study aimed to systematically summarize the evidence on observational learning for motor skill learning in PE and to generalize the evidence on the effect of model formats and verbal cues during observational learning. An electronic search of eight databases was conducted. Eighteen studies were included and their methodological quality was assessed using the Physiotherapy Evidence Database Scale. Best evidence synthesis (BES) was used to assess levels of evidence. Strong evidence supported the effect of observational learning on students' motor skill learning compared to students who did not participate in observational learning. Moderate evidence suggested that there is no significant difference in the effectiveness of observing an expert model compared to a self-model. Conflicting evidence was identified for the effect of the presence of verbal cues compared to the absence of verbal cues during observational learning. The results suggest that observational learning is useful for students' motor skill learning in PE. Given the influences of potential factors, we recommend that future studies investigate how observational learning interacts with verbal cues on students' motor skill learning.

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.

Memory, credibility and insight: How video-based feedback promotes deeper reflection and learning in objective structured clinical exams

INTRODUCTION

Providing high-quality feedback from Objective Structured Clinical Exams (OSCEs) is important but challenging. Whilst prior research suggests that video-based feedback (VbF), where students review their own performances alongside usual examiner feedback, may usefully enhance verbal or written feedback, little is known about how students experience or interact with VbF or what mechanisms may underly any such benefits.

METHODS

We used social constructive grounded theory to explore students' interaction with VbF. Within semi-structured interviews, students reviewed their verbal feedback from examiners before watching a video of the same performance, reflecting with the interviewer before and after the video. Transcribed interviews were analysed using grounded theory analysis methods.

RESULT

Videos greatly enhanced students' memories of their performance, which increased their receptivity to and the credibility of examiners' feedback. Reflecting on video performances produced novel insights for students beyond the points described by examiners. Students triangulated these novel insights with their own self-assessment and experiences from practice to reflect deeply on their performance which led to the generation of additional, often patient-orientated, learning objectives.

CONCLUSIONS

The array of beneficial mechanisms evoked by VbF suggests it may be a powerful means to richly support students' learning in both formative and summative contexts.

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.

Immersive Video Modeling Versus Traditional Video Modeling for Teaching Central Venous Catheter Insertion to Medical Residents

Background 

Central Venous Catheter (CVC) placement is a common critical care procedure. Simulated practice has been shown to reduce its iatrogenic complications. Video modeling (VM) is an instructional adjunct that improves the quality and success of CVC insertion. Immersive VM can improve recall and skill translation, but its role in teaching medical procedures is not established.

Research question/hypothesis

We hypothesized that, relative to traditional VM, immersive VM would decrease cognitive load and enhance ultrasound-guided CVC insertion skill acquisition.

Methods

Thirty-two resident physicians from four specialties were randomized into traditional (control) or immersive VM (intervention) groups for three CVC training sessions. Cognitive load was quantified via NASA Task Load Index (TLX). Mean (± standard deviations) values were compared using two-tailed t-tests. Skill acquisition was quantified by procedural time and the average 5-point [EM1] [TB2] entrustment score of three expert raters.

Results

Overall entrustment scores improved from the first (3.44±0.98) to the third (4.06±1.23; p<0.002) session but were not significantly different between the control and intervention groups. There were no significant differences between NASA TLX scores or procedural time.

Conclusion

We found no significant difference in entrustment, cognitive load, or procedural time. Immersive VM was not found to be superior to traditional VM for teaching CVC insertion.

Video Feedback and Video Modeling in Teaching Laparoscopic Surgery: A Visionary Concept from Kiel

Learning curves for endoscopic surgery are long and flat. Various techniques and methods are now available for surgical endoscopic training, such as pelvitrainers, virtual trainers, and body donor surgery. Video modeling and video feedback are commonly used in professional training. We report, for the first time, the application of video modeling and video feedback for endoscopic training in gynecology. The purpose is to present an innovative method of training. Attendees (residents and specialists) of minimally invasive surgery courses were asked to perform specific tasks, which were video recorded in a multimodular concept. Feedback was given later by an expert at a joint meeting. The attendees were asked to fill a questionnaire in order to assess video feedback given by the expert. The advantages of video feedback and video modeling for the development of surgical skills were given a high rating (median 84%, interquartile ranges (IQR) 72.5–97.5%, n = 37). The question as to whether the attendees would recommend such training was also answered very positively (median 100%, IQR 89.5–100%, n = 37). We noted a clear difference between subjective perception and objective feedback (58%, IQR 40.5–76%, n = 37). Video feedback and video modeling are easy to implement in surgical training setups, and help trainees at all levels of education.

THE EFFECTS OF VIDEO MODELING AND SIMULATION ON TEACHING / LEARNING BASIC VAULTING JUMP ON THE VAULT TABLE

The purpose of this study was to compare the effects of different teaching / learning strategies (i.e., verbal feedback, video feedback with modeling, and video feedback with simulation) on performing basic vaulting skills on the vault table. Three male groups of undergraduate students in physical education (i.e., 135 students, divided into 3 groups of 45 subjects) took part in this study. The groups (i.e., traditional, modeling and simulation groups) were divided on equal terms; students are not gymnasts, have the same level and taught by the same teacher. All participants were pretested to determine initial skill level (i.e., direct piked vault). This study covers 24 stoop direct vault sessions, 21 learning and three evaluations spread over 12 weeks (i.e., 2 sessions per week). A video motion analysis (i.e., using Kinovea software) was used to evaluate direct piked vault skills/performance. The results indicate a better improvement of performance in the modeling group compared to the simulation and traditional groups (vault score, 11.80±1.22 pts, 10.85±1.50 pts and 9.01±1.30 pts, respectively with p<0.01). In addition, the analysis of delta-percentage revealed a considerable enhancements of technical performance in the modeling group (46.93%) compared to simulation (27.62%) and traditional (21.64%) groups. In conclusion, video feedback with model’s superposition had led to better learning improvements in vault jump compared with simulation and verbal feedback methods. The video return with the overlay of the model enabled a lot of basic skills learning improvement at the vault table.

Using Behavioral Skills Training With Video Feedback to Prevent Risk of Injury in Youth Female Soccer Athletes

Female athletes are at a greater risk for anterior cruciate ligament (ACL) injuries than males. Current training programs for ACL injury reduction focus on muscle strengthening, appropriate movement patterns, and balance training. However, there is limited research on effective strategies to teach youth female soccer athletes how to properly perform desired movements associated with a decreased risk of ACL injuries. Behavioral skills training (BST) programs have been shown to be effective in teaching a wide variety of skills, but research on applications to sports is limited. This study evaluated a BST package for teaching a stepwise agility program to 3 youth female soccer athletes that consisted of verbal instructions, modeling, rehearsal, and feedback, which included video replay. Results showed a significant improvement in the number of steps the participants performed correctly relative to baseline, as well as maintenance of skills at follow-up. Implications for coaches and athletes, as well as limitations and directions for future research, are discussed.

Learning new sport actions: Pilot study to investigate the imitative and the verbal instructive teaching methods in motor education

The aim of the project was to investigate the effects of two strategies of teaching new sport actions on performance of eight-year-old children: observational-imitative method (OIM) and descriptive-directive method (DDM). The OIM group was provided with a pre-practice instruction in the form of expert modeling observation by an expert athlete. The DDM group received only verbal explanations of few selected static images. Thirty-six children (18 males and 18 females, mean age = 8,8) participated in the experiment. Subjects were randomly assigned to the OIM or DDM groups. Participants were instructed to perform four sport motor sequences never performed before (shoulder stand, soccer action, vortex howler throw, step action). Actions were videotaped and 2D kinematic analysis performed. A 10-point Likert questionnaire was administered to blind sport experts to assess the correctness and accuracy of each action. Results suggest that the OIM is the most effective instruction method when participants have no experience with the sport action to be performed. On the contrary, if the athlete needs to learn specific aspects of an exercise (such as grasping a tool) the best method is the DDM. In fact, detailed information on how to grab the vortex helped children in throwing it. We also found gender differences which might reflect cultural influences in specific sports (e.g. soccer). Finally, repetition of the exercise also improved the DDM group's performance. This has potential applications in sport teaching, suggesting that in the absence of a model performing the action to be imitated, the DDM can be as effective as the OIM if the observer repeats the sport action many times.

Precision Teaching and Tap Dance Instruction

The purpose of this study was (a) to use a precision-teaching (PT) framework to design, train, and evaluate a tap-dancing training sequence and (b) to evaluate fluency outcomes as a function of training tap dance components to optimal frequencies. The study trained a series of 8 tap-dancing steps to 4 novice dancers and evaluated the effects on untrained components and probes of retention, stability, endurance, and application. The study also included a control participant who only completed application probes. Weekly probes examining the facilitative effects of training on the untrained components revealed improvements for some untrained steps, but not all. Retention probes revealed little difference in frequencies from the last data point in training. Stability and endurance probes revealed marked increases in the frequency of corrects and decreases in the frequency of errors. The results of application probes showed improvements to some degree for experimental participants; however, the control participant also made gains in performance. This makes it difficult to draw conclusions regarding application. The study demonstrates how a PT framework may be useful to those interested in enhancing sports performance training. We discuss limitations and future directions.

When and How to Provide Feedback and Instructions to Athletes?-How Sport Psychology and Pedagogy Insights Can Improve Coaching Interventions to Enhance Self-Regulation in Training

In specialist sports coaching, the type and manner of augmented information that the coach chooses to use in communicating and training with individual athletes can have a significant impact on skill development and performance. Informed by insights from psychology, pedagogy, and sport science, this position paper presents a practitioner-based approach in response to the overarching question: When, why, and how could coaches provide information to athletes during coaching interventions? In an ecological dynamics rationale, practice is seen as a search for functional performance solutions, and augmented feedback is outlined as instructional constraints to guide athletes' self-regulation of action in practice. Using the exemplar of team sports, we present a Skill Training Communication Model for practical application in the context of the role of a specialist coach, using a constraints-led approach (CLA). Further based on principles of a non-linear pedagogy and using the recently introduced Periodization of Skill Training (PoST) framework, the proposed model aims to support practitioners' understanding of the pedagogical constraints of feedback and instruction during practice. In detail, the PoST framework's three skill development and training stages work to (1) directly impact constraint manipulations in practice designs and (2) indirectly affect coaches' choices of external (coach-induced) information. In turn, these guide practitioners on how and when to apply different verbal instruction methodologies and aim to support the design of effective skill learning environments. Finally, several practical guidelines in regard to sports coaches' feedback and instruction processes are proposed.

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.

Video Modeling and Video Feedback to Reduce Time to Perform Intravenous Cannulation in Medical Students: A Randomized-Controlled Mixed-Methods Study

PURPOSE

Combined video modeling (VM) and video feedback (VF) may be more beneficial than traditional feedback when teaching procedural skills. This study examined whether repeated VM and VF compared with VM alone reduced the time required for medical students to perform peripheral intravenous (IV) cannulation.

METHODS

Twenty-five novice medical students were randomly assigned to groups in a one-way blinded embedded mixed-methods study to perform IV cannulation. Participants received standardized instruction and performed IV cannulation on each other while being audio-video recorded. They were assigned to review a video of an expert performing IV cannulation (VM alone), or both the expert video and a video of their own most recent IV cannulation (VM+VF), before returning to perform another IV cannulation. This was repeated for a total of four IV cannulation encounters and three video reviews. A post-test interview was also conducted and analyzed qualitatively using thematic content analysis.

RESULTS

The median [interquartile range] time required to perform IV cannulation in the final encounter was significantly different between the VM+VF group vs VM alone group (126 [93-226] sec vs 345 [131-537] sec, respectively; median difference, 111 sec; 95% confidence interval, 8 to 391; P = 0.02). There was no significant difference in IV cannulation success between VM alone and VM+VF in the final encounter (75% vs 85% respectively; P = 0.65). For the VM+VF group, the time to perform IV cannulation was reduced after the final encounter compared with the baseline encounter (P = 0.002), which was not true of the VM alone group (P = 0.35).

CONCLUSION

Video modeling and feedback shortened time to IV skill completion, reduced complications, and improved satisfaction in novice medical students.

Developing sport expertise in youth sport: a decision training program in basketball

Background

This study has analyzed the impact of applying a decision training program, in which video-feedback and questioning were used, on the development of decision-making, skill execution and procedural knowledge in basketball players.

Methods

Participants were eleven male players aged between 12 and 13 years old (M_age = 12.75, SD_age = .65), who were assigned to an experimental or control group within a pre-test/intervention test/retention test quasi-experimental design. The decision training program was applied over 11 weeks. Throughout this intervention, players had to analyze the causes and reasons for the decision made, using video feedback and questioning to this end. Decision-making and skill execution variables were analyzed using the French & Thomas (1987) observation instrument, while a validated questionnaire was used to assess procedural knowledge in basketball.

Results

The results reported that sport expertise improved in players from the experimental group, who had significantly higher intervention test scores for successful decisions and skill executions when compared to players in the control group. In the intra-group analysis, the experimental group significantly improved in the intervention test compared to the pre-test, in terms of some of the variables of decision-making, skill execution and procedural knowledge.

Discussion

These results reinforce the idea of including cognitive tools in training, such as video-feedback and questioning, to improve sport expertise in players’ formative stages, and presumably to improve their performance whilst maintaining decision training throughout time.

3D feedback and observation for motor learning: Application to the roundoff movement in gymnastics

In this paper, we assessed the efficacy of different types of visual information for improving the execution of the roundoff movement in gymnastics. Specifically, two types of 3D feedback were compared to a 3D visualization only displaying the movement of the expert (observation) as well as to a more 'traditional' video observation. The improvement in movement execution was measured using different methods, namely subjective evaluations performed by official judges, and more 'quantitative appraisals based on time series analyses. Video demonstration providing information about the expert and 3D feedback (i.e., using 3D representation of the movement in monoscopic vision) combining information about the movement of the expert and the movement of the learner were the two types of feedback giving rise to the best improvement of movement execution, as subjectively evaluated by judges. Much less conclusive results were obtained when assessing movement execution using quantification methods based on time series analysis. Correlation analyses showed that the subjective evaluation performed by the judges can hardly be predicted/ explained by the 'more objective' results of time series analyses.

Comparing forward and backward chaining in teaching Olympic weightlifting

The popularity of Olympic-style weightlifting in fitness routines is growing, but participating in these exercises with improper technique places lifters at increased risk for injury. Fitness training professionals have developed multiple teaching strategies, but have not subjected these strategies to systematic evaluation, particularly with novice lifters. Two strategies recommended by professional training organizations are akin to forward and backward chaining, which have been shown effective at teaching other novel, complex behaviors. The present study compared these forward- and backward-chaining-like strategies to teach novice lifters "the clean" and "the snatch," two Olympic weightlifting movements frequently incorporated into high-intensity training programs. Participants performed lifts taught with forward chaining more accurately than lifts taught with backward chaining.

Using a Behavioral Intervention to Improve Performance of a Women's College Lacrosse Team

This study examined the use of prompting and an interdependent group negative reinforcement contingency to improve performance of 12 collegiate women's lacrosse players. The team coaches wanted players to "name passes," defined as saying the name of a player who should catch the ball at least 1 s before the catch. The intervention was evaluated using an A-B-A-B design, and results indicated that prompting and negative reinforcement (removing sprints at the end of practice for desired performance) were successful for improving names on passes. Players rated the intervention as acceptable, but only 7 out of 12 thought it should continue to be used in future practices.

The Effects of Self-Observation When Combined With a Skilled Model on the Learning of Gymnastics Skills

In this experiment, we examined whether self-observation, via video replay, coupled with the viewing of a skilled model was better for motor skill learning than the use of self-observation alone. Twenty-one female gymnasts participated in a within design experiment in which two gymnastics skills were learned. One skill was practiced in conjunction with the self-observation/skilled model pairing and the other with only self-observation. The experiment unfolded over five sessions in which pre-test, baseline, acquisition, retention, and post-test scores were obtained. Analysis of the physical performance scores revealed a significant Condition ×Session interaction in which it was shown that there were no differences between the intervention conditions at baseline and early in acquisition; but, later in acquisition, those skills practiced with the self-observation/skilled model pairing were executed significantly better than those with only self-observation. Also, an error identification test showed that participants had significantly higher response sensitivity scores for those skills learned with the paired intervention compared to self-observation alone. These results suggest that pairing self-observation with a skilled model is better in a gymnastic setting than self-observation alone.

INTER-RATER AGREEMENT AND VALIDITY OF A TACKLING PERFORMANCE ASSESSMENT SCALE IN YOUTH AMERICAN FOOTBALL

BACKGROUND

Long term neurologic injury and concussion have been identified as risks from participation in American football. Altering tackling form has been recommended to reduce the risk of neurologic injury caused by head accelerations when tackling. The purpose of this research is to determine the inter-rater agreement and validity of the Qualitative Youth Tackling System (QYTS), a six-item feedback scale to correct tackling form, when utilized by novice and expert raters.

HYPOTHESIS

Experienced raters will have higher levels of agreement with each other and with motion capture when compared to novice raters.

METHODS

Both novice and experienced raters viewed video of youth athletes (ages 9-13) tackling a dummy in a laboratory setting along. The raters identified successful performance according to a binary rating scale for each component. Analysis of both the raters' agreement with each other and with an objective motion capture measure were completed.

RESULTS

Fliess' Kappa measures between all raters were found to be moderate for head placement (k=.48), fair for cervical extension (k=.38), trunk inclination (k=.37), shoulder extension (k=.27) and step length (k=.29), and there was no agreement for pelvic height (k=.-16). When compared to the dichotomized validation measures of each of the five components provided by the motion capture system the average Cohen's Kappa agreement was substantial for pelvic height (k=.63), fair for step length (k=.34), cervical extension (k=.40), trunk inclination (k=.35), and slight for shoulder extension (k=.16). The experienced raters outperformed the novice raters in all categories.

CONCLUSION

The results of this study indicate that skilled raters are better able to identify the movement patterns included in the QYTS when compared to a validation measure as well have higher rates of inter-rater agreement than novice raters.

LEVEL OF EVIDENCE

3b.

An Intervention Featuring Public Posting and Graphical Feedback to Enhance the Performance of Competitive Dancers

This study evaluated an intervention package that used public posting and feedback to enhance dance movements for adolescent dancers on a competition team. Four dancers each performing two or three dance movements (a turn, kick, and/or leap) had their scores posted on a bulletin board at their studio. Dance movements were scored as a percentage correct by using a 14- to 16-step task analysis checklist. Intervention was evaluated in a multiple baseline across behavior design. The students received graphical feedback on their performance from the previous weeks and saw the scoring sheet that reviewed the incorrect and correct aspects of their performance. This study found that this treatment package including public posting and feedback enhanced each of the dance movements for all participants.

Effects of a video feedback parent training program during child welfare visitation

Behavioral parent training programs have documented efficacy for improving behaviors among parents and their children and are frequently used by child welfare agencies to prevent removal of a child from the parental home or to facilitate reunification. Although an ideal time for parent training might be during supervised visits where parents may practice skills with their children under the guidance and support of a therapist or caseworker, this is not typically the case. Most often, parents within the child welfare system receive parent training in small groups without their children present, and to date, few studies have examined effects of behavioral parent training interventions during supervised visitation. In this study, concurrent multiple baseline across behaviors design was used to examine effects of a behavioral parent training program, Filming Interactions to Nurture Development (FIND), on parental skill acquisition with four mothers who had lost custody of their children but were being considered for reunification. Children emitted little or no problem behaviors during baseline or intervention, so parenting behavior was the primary dependent variable. Results obtained across participants documented a clear functional relation between implementation of the FIND intervention and increases in developmentally supportive parenting behaviors. Results of social validity and contextual fit measures suggest the intervention was perceived by mothers to be positive, feasible, and appropriate within the child welfare context. Practical and conceptual implications, limitations of this study, and directions for future research are discussed.

Reasoning and Action: Implementation of a Decision-Making Program in Sport

The objective of this study was to apply a decision training programme, based on the use of video-feedback and questioning, in real game time, in order to improve decision-making in volleyball attack actions. A three-phase quasi-experimental design was implemented: Phase A (pre-test), Phase B (Intervention) and Phase C (Retention). The sample was made up of 8 female Under-16 volleyball players, who were divided into two groups: experimental group (n = 4) and control group (n = 4). The independent variable was the decision training program, which was applied for 11 weeks in a training context, more specifically in a 6x6 game situation. The player had to analyze the reasons and causes of the decision taken. The dependent variable was decision-making, which was assessed based on systematic observation, using the "Game Performance Assessment Instrument" (GPAI) (Oslin, Mitchell, & Griffin, 1998). Results showed that, after applying the decision training program, the experimental group showed a significantly higher average percentage of successful decisions than the control group F(1, 6) = 11.26; p = .015; η2 p = .652; 95% CI [056, 360]. These results highlight the need to complement the training process with cognitive tools such as video-feedback and questioning in order to improve athletes' decision-making.

Using video feedback to improve horseback-riding skills

This study used video feedback to improve the horseback-riding skills of advanced beginning riders. We focused on 3 skill sets: those used in jumping over obstacles, dressage riding on the flat, and jumping position riding on the flat. Baseline consisted of standard lesson procedures. Intervention consisted of video feedback in which a recorded attempt at the target behavior was immediately shown to the rider and the instructor. The rider and instructor reviewed the video while the instructor delivered feedback. After the lesson, experimenters scored riding position according to checklists that corresponded to each skill. For all participants, video feedback increased their correct riding skills.

Effectiveness of Video Feedback and Interactive Questioning in Improving Tactical Knowledge in Volleyball

The objective of the study was to develop and apply a tactical-cognitive training program based on the use of video feedback and questioning in real game time, in order to improve tactical knowledge in volleyball. A two-group quasi-experimental design was used with a sample of eight female players ( M = 14.8yr., SD = 0.7), who were divided into an Experimental group ( n = 4) and a Control group ( n = 4). The independent variable was the tactical-cognitive training program, which was applied for 11 wk. in a 6 × 6 game situation training context. The dependent variable was tactical knowledge, which was measured by problem representation and strategy planning with a verbal protocol. The results showed that after applying the intervention program the players in the Experimental group showed more complex, sophisticated, and structured tactical knowledge, compared with the players from the Control group. These results suggest that complementing the training process with cognitive tools may enable athletes to increases their tactical behavior and presumably improve their performance.

The effects of video self-evaluation on skill acquisition with yoga postures

This study evaluated the use of video self-evaluation and video feedback to increase the accuracy of yoga poses. The interventions were assessed in a multiple baseline design across behaviors with 2 adults. Results showed that video self-evaluation increased the accuracy of all poses, and video feedback further increased the accuracy of 1 pose for 1 participant.