This study examined the effects of video feedback on the nonverbal behavior of handball coaches, and athletes’ and coaches’ anxieties and perceptions. One intervention group (49 participants) and one control group (63 participants) completed the Coaching Behavior Assessment System, Coaching Behavior Questionnaire, and Competitive State Anxiety Inventory-2 on two separate occasions, with 7 weeks of elapsed time between each administration. Coaches in the intervention condition received video feedback and a frequency table with a comparison of their personal answers and their team’s answers on the CB AS. Repeated-measures ANOVAs showed that over time, athletes in the intervention group reported significantly less anxiety and perceived their coaches significantly more positively compared with athletes in the nonintervention condition. Over time, coaches in the intervention group perceived themselves significantly more positively than coaches in the nonintervention condition. Compared with field athletes, goalkeepers were significantly more anxious and perceived their coaches less positively. It is concluded that an intervention using video feedback might have positive effects on anxiety and coach perception and that field athletes and goalkeepers possess different profiles.
Mathieu Simon Paul Meeûs, Sidónio Serpa and Bert De Cuyper
Anna M. Ifarraguerri, Danielle M. Torp, Abbey C. Thomas and Luke Donovan
Key Points ▸ Real-time video feedback caused inconsistent alterations in gait in patients with chronic ankle instability. ▸ Efficacy of other clinician cues during video feedback should be determined. ▸ Other gait retraining interventions should be considered when treating patients with chronic
Rebecca Robertson, Laura St. Germain and Diane M. Ste-Marie
informs the learner about the movement characteristics of the just executed motor task ( Magill, 2007 ). Indeed, Franks and Maile ( 1991 ) purported that video feedback can be effective because it provides quick, precise, and informative details of the just executed task. From another context, video
Benjamin W. Stroube, Gregory D. Myer, Jensen L. Brent, Kevin R. Ford, Robert S. Heidt Jr. and Timothy E. Hewett
Anterior cruciate ligament (ACL) injuries are prevalent in female athletes. Specific factors have possible links to increasing a female athlete’s chances of suffering an ACL injury. However, it is unclear if augmented feedback may be able to decrease possible risk factors.
To compare the effects of task-specific feedback on a repeated tuck-jump maneuver.
Double-blind randomized controlled trial.
Sports-medicine biodynamics center.
37 female subjects (14.7 ± 1.5 y, 160.9 ± 6.8 cm, 54.5 ± 7.2 kg).
All athletes received standard off-season training consisting of strength training, plyometrics, and conditioning. They were also videotaped during each session while running on a treadmill at a standardized speed (8 miles/h) and while performing a repeated tuck-jump maneuver for 10 s. The augmented feedback group (AF) received feedback on deficiencies present in a 10-s tuck jump, while the control group (CTRL) received feedback on 10-s treadmill running.
Main Outcome Measures:
Outcome measurements of tuck-jump deficits were scored by a blinded rater to determine the effects of group (CTRL vs AF) and time (pre- vs posttesting) on changes in measured deficits.
A significant interaction of time by group was noted with the task-specific feedback training (P = .03). The AF group reduced deficits measured during the tuck-jump assessment by 23.6%, while the CTRL training reduced deficits by 10.6%.
The results of the current study indicate that task-specific feedback is effective for reducing biomechanical risk factors associated with ACL injury. The data also indicate that specific components of the tuck-jump assessment are potentially more modifiable than others.
Christopher Atwater, Jered Borup, Robert Baker and Richard E. West
This qualitative case study examined student perceptions of video communication with their instructor in an online research and writing course for sport and recreation graduate students. All students participated in two personalized Skype video calls with the instructor and received two video and text feedback critiques of their written projects. Eight students were interviewed following the course. Despite minor technological and scheduling concerns, students found that their Skype calls helped form a relationship with their instructor and improved their confidence in the course. Students found that video feedback recordings on their written projects were elaborate and friendly, while text feedback comments tended to be more convenient, efficient, and concise. However, all students reported that the advantages of video feedback outweighed the advantages of text. The article concludes with recommendations for future research and for online instructors who wish to effectively blend these forms of communication.
DIGEST VOLUME 5, Issue #2
coaches to gain a more balanced and practical view of the issue of transfer of life skills outside sport and devise more suitable strategies to foster it. No Place to Hide: Football Players’ and Coaches’ Perceptions of the Psychological Factors Influencing Video Feedback Middlemas, S., & Harwood, C. (2018
Chris G. Harwood and Sam N. Thrower
alternative (i.e., non-PST) multimodal interventions on improving performance. This includes investigations that incorporated video-feedback packages (i.e., modeling, role play, instructions, video feedback, and coach feedback; Hazen, Johnstone, Martin, & Srikameswaran, 1990 ); verbal praise, video
Barry Braun, Nancy I. Williams, Carol Ewing Garber and Matthew Hickey
training students receive using real-time video feedback and the use of a simulation laboratory with patient actors who present with complicated behavioral and medical issues. The internship courses for kinesiology students at Penn State build from the 200 to 300 and then 400 course levels, with more hours
Ebrahim Norouzi, Fatemeh Sadat Hosseini, Mohammad Vaezmosavi, Markus Gerber, Uwe Pühse and Serge Brand
designed to allow players to receive video feedback of their own gaze behavior. First, the participants watched the vision control of an expert prototype on a screen. Next, they were shown visual data for their own movements, and they were asked to examine the difference between their visual control and
Marcelo Eduardo de Souza Nunes, Umberto Cesar Correa, Marina Gusman Thomazi Xavier de Souza, Luciano Basso, Daniel Boari Coelho and Suely Santos
’ capability to use the information. To more fully comprehend the latter question is a task for future studies. References Aiken , C.A. , Fairbrother , J.T. , & Post , P.G. ( 2012 ). The effects of self-controlled video feedback on the learning of the basketball set shot . Frontiers in Psychology, 3