Effect of video modeling process on teaching/learning hurdle clearance situations on physical education students.

Autor/inn/en	Amara, Samiha; Mkauer, Bessem; Nassib, Sarra H.; Chaabène, Helmi; Hachana, Younés; Ben Salah, Fatma Z.
Titel	Effect of video modeling process on teaching/learning hurdle clearance situations on physical education students. Gefälligkeitsübersetzung: Die Auswirkung des Videomodellierungsprozesses auf das Lehren/Lernen von Hürdenüberwindungssituationen bei Sportstudenten.
Quelle	In: Advances in physical education, 5 (2015) 4, S. 225-233 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	2164-0386; 2164-0408
DOI	10.4236/ape.2015.54027
Schlagwörter	Empirische Untersuchung; Feedback; Lernen; Lernprozess; Technologie; Videotechnik; Bewegungsanalyse; Hürdenlauf; Sportpädagogik; Methodenvergleich; Modell
Abstract	The purpose of this study was to investigate the difference between two pedagogical methods in teaching/learning hurdle clearance such as the traditional learning method which was based on verbal feedback and the new technology through motion analysis and video modeling which was based on self-modeling, expert modeling and model's superposition. Twenty-seven sports science students took part in this study. Modeling group composed of 15 students and traditional group of 12 students. Both groups participated in a 10-week hurdle clearance learning (two sessions per week) which was composed of 10 sets (5 hurdles clearance per set) in total 1000 repetitions. The findings indicated a better enhancement of the learning score in the modeling group compared to the traditional one (14.26 ± 2.05 pts vs. 11.66 ± 1.72 pts, respectively with p ( 0.01). In addition, the analysis of delta-percentage revealed a high increase of technical performance in the modeling group. In conclusion, video feedback with model's superposition led to a better improvement of learning in hurdle clearance more than verbal feedback. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2021/4