Controlled trial demonstrates enhanced motor performance and increased voluntary practice in physical education trainees, suggesting video feedback promotes deliberate proactive learning.
In recent years, video feedback has attracted attention as a component of Information and Communication Technology (ICT) use in physical education classes.However, comprehensive comparative studies remain limited.This study examines the effects of video feedback on task skills, voluntary practice, and reflective reports.For this, a juggling task was administered to undergraduate students in a health and physical education teacher training program.A comparison between the video feedback group ( n = 31) and the non-video feedback group ( n = 32) revealed significant improvements in skill performance ( p < .01)and promotion of voluntary practice ( p < .05) in the video feedback group.The findings suggest that video feedback enables learners to analytically identify technical issues, engage in deliberate practice, foster proactive learning, and develop fundamental motor skills.Conversely, in the absence of video feedback, technical task-setting and adjustment may be insufficient.Also, case-based observations indicated that video feedback may occasionally reduce learning efficiency, highlighting pedagogical implications such as the importance of providing stepwise observation points.
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Kahata et al. (2025) studied this question.
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