EFFECTIVE TEACHING PRACTICES IN ONLINE PHYSICAL EDUCATION: THE RELATIONSHIP BETWEEN VIDEO FEEDBACK GUIDANCE AND PERFORMANCE

Abstract

Video feedback is one of the most common suggestions for online physical education teachers to use. This method can effectively teach motor skill learning in face-to-face settings but lacks the same empirical backing in online environments. Therefore, this study aimed to examine the effects of providing different forms of pedagogical guidance with video feedback in an online environment while students learned two disc golf skills; the spin putt (SP) and backhand throw (BT). The participants were 43 college students from four different classes at two universities who practiced the SP and BT during four practice sessions. SP and BT techniques were measured in pre (day 1), post (day 14), and retention tests (one week after post). During each practice session, participants used the Flip app to record themselves performing three sets of five SP or BT trials. Participants were randomized into one of three video feedback guidance groups to watch their videos: use a visual cue sheet (VCS), a self-assessment (SA) of their best trial, or received 48-hour delayed teacher feedback (TF). Results indicate that the SA (M = 22.69, p = .02) and VCS (M = 22.95, p = .02) groups showed a significant increase in BT technique scores at the posttest; all three groups showed a significant increase in SP technique at the posttest; TF group (M = 23.06, p < .001), SA group (M = 15.95, p = .02), VCS group (M = 17.66, p = .01). Only the VCS group was able to maintain these improvements for both skills at the retention test; SP =(M = 23.27, p < .01), BT (M = 20.23, p = .04), and the TF group were able to maintain their improvement for the SP (M = 20.36, p < .01). No significant differences were found among groups at the posttest or retention test; to indicate a more beneficial use of video guidance. In addition, moderating factors from pre to posttest were reported. Utilizing video feedback in an online setting can positively affect motor performance. Additionally, the findings suggest that pairing video feedback with in-the-moment guidance is the most beneficial for motor performance in an online environment. Ultimately the results help demonstrate that OLPE does not have to be an entirely fitness-based industry; psychomotor learning can be addressed and should be included.