Study of the Effectiveness of Modern Digital Imaging Techniques with Middle School Physical Education Students during the Development and Acquisition of Motor Skills

As evidenced in the literature, innovations and enhancements in video technology have enabled educators in various content areas to provide an alternative, yet innovative means of presenting information and feedback to students. Research has also shown the effectiveness of video with professional athletes, college athletes, and higher skilled students. However, research dealing with the effectiveness of video with lower skilled students in physical education is minimal. Knowing this, the current study examined the effectiveness of digital video feedback when used with students who were in the beginning or associative stages of learning. The study also examined if any learning differences existed between males and females when using video feedback and the role video feedback played in student motivation. Participants (n=73) were divided into three interventions (video, traditional, verbal) and were given the task of juggling a soccer ball as many times as they could with their feet. After five weeks, a post-test and a retention test were given to each intervention. Results showed that when digital video feedback was used with eight grade physical education students in this particular context, no differences existed between the interventions for the post-test and retention test. Further results indicated that males and females reap similar benefits from using digital video feedback when used with the skill of soccer juggling. Qualitative results showed that when digital video feedback was used on a daily basis, it had the potential to negatively affect student motivation toward the skill being learned. Further insight and thoughts about the use and implementation of digital video feedback are discussed along with recommendations for future studies within this area.