The impact of augmented video feedback on middle school students' skill development in physical education

Abstract

While video feedback is a commonly used intervention in both professional and educational sports settings, empirical evidence on the effectiveness of training with augmented video feedback in physical education at the K12 level is quite scarce. For this reason, this study aims to investigate the effect of the training with augmented video feedback on middle school students' skill development in a team sport, handball. Based on the periodization of skill training framework, a pre and post-test quasi-experimental research design with a control group was conducted for this aim. A total of 60 middle school students voluntarily participated in the study and were assigned to the intervention and control groups. The students in the intervention group received augmented video feedback while the ones in the control group received verbal feedback only together with the use of other appropriate instructional methods. A rubric was developed and used as the measure of the pre and post-tests by ensuring its validity and reliability. The analysis of covariance was conducted to compare the skill development between the groups. The findings showed that both of the training programs with and without augmented video feedback contributed to the students' skill development. However, the training program with augmented video feedback was much more effective than the one with verbal feedback only. The findings were discussed based on the relevant literature, and implications for practice and recommendations for future research were provided, accordingly.