Effects of video feedback-based training on badminton performance: a systematic review

Video feedback-based training has gained prominence in sports skill acquisition for its potential to enhance visuomotor integration and technical awareness. In badminton, a sport requiring precise coordination, accuracy, and rapid decision-making, visual feedback may help learners identify and correct technical errors. However, evidence on its effectiveness remains fragmented and has not been systematically synthesized. This systematic review aimed to synthesize evidence on the effects of video- and technology-assisted feedback interventions on badminton skill performance, accuracy, and motor learning. This review was conducted in accordance with the PRISMA 2020 guidelines. A comprehensive literature search was conducted across multiple electronic databases, including Web of Science, Scopus, PubMed and SPORTDiscus. We included experimental and quasi-experimental studies investigating video- and technology-assisted feedback interventions in badminton We assessed risk of bias by study design, using the Cochrane Risk of Bias 2 (RoB 2) tool for randomized controlled trials and ROBINS-I for non-randomized intervention studies. Because the included studies were methodologically heterogeneous, the findings were synthesized qualitatively rather than pooled in a meta-analysis. Nine studies involving 330 participants met the inclusion criteria. Overall, video- and technology-assisted feedback interventions showed favourable effects on selected aspects of badminton skill learning and performance, including service and high-clear performance, smash-related outcomes, movement coordination, reaction and footwork performance, and serve accuracy. However, most skill categories were represented by only one or two studies, limiting the strength and generalizability of skill-specific conclusions. Effect sizes and consistency also varied across studies and outcome measures. Methodological quality varied, with concerns mainly related to randomization procedures, confounding, and reporting practices. No included study specifically reported adverse effects, although safety outcomes were not systematically assessed. The available evidence suggests that video- and technology-assisted feedback may support certain aspects of badminton skill learning and performance, particularly among university students and beginner-to-intermediate players. Favourable findings were reported across several technical and learning-related outcomes, including stroke execution, serve and high-clear performance, movement coordination, and accuracy. However, most skill categories were examined in only one or two studies, so the evidence is insufficient to establish consistent effectiveness across individual badminton skills. Interpret these findings with caution because the included studies varied considerably in design, intervention format, participant characteristics, and outcome measurement, and several studies showed methodological limitations. This review highlights the potential value of integrating visual and technology-supported feedback into badminton teaching and training while also demonstrating that the current evidence base remains limited. Future studies should employ more rigorous experimental designs, standardized and validated outcome measures, longer intervention and follow-up periods, and more diverse participant samples, including highly trained and elite badminton players. Further research is also needed to determine which types, timing, and combinations of feedback are most effective for different badminton skills and levels of expertise.