RobynHauptman SED600 VideoFeedbackLiteratureReview

LiteratureReview Introduction Physicaleducationisnotatypicalplacetoseemoderntechnologyinuse,butitisindireneedof newinstrumentstoincreasestudentlearning.Thepurposeofthisstudyistoinvestigateifvideo feedback,informationgiventostudentsabouttheexecutionofaskillthroughvideoplaybackofthe studentperformingtheskill,helpsstudentslearnmotorskillsandwhattypesoflearnerswillbenefit. Limitedresearchhasbeendonetoshowvideofeedbackhelpspeoplelearnhowtoperformmotor skills,andevenlessresearchedistheimpactvideofeedbackhasonlearningstyles.Videofeedback willmostlikelyhelpvisuallearners,butofinterestiswhichotherlearnersitwillbenefitaswell.The followingliteraturewillgivedirectiononwhatfeedbackis,howtogivevideofeedbacktostudentsso thattheyareopentoreceivingit,aswellasthepsychologicalimpactitcouldhaveonstudents.Itwill alsoseekhowfeedbackaffectsdifferentlearningstylesandlevelsinthephysicaleducationclassroom. Review Feedback Givingstudentseffectivefeedbackisakeyfactorforgettinggoodlearningresults.Christinaand Corcos(ascitedinDarden,1999,P.40)definefeedbackasinformationgiventostudentstotake actiontoimprovetheirlevelofunderstandingandperformanceontasks,motivatethemandtoreinforce desiredbehaviors.AccordingtoBrookhart(2011),theonlyfeedbackthatishelpfultostudentsis responsesthatwillimprovestudentswork.Consequently,thefeedbackshouldbeusefuland

understandable(p.33and34).FurthermoreJanelle,Barba,Frehlich,TennantandCauraugh(1997) suggestanyamountoffeedbackgreaterthanwhatisnormallygivenwillenhancetheperformanceofa skillwhenlearningit.Additionally,theyfoundthatifthisguidanceistakenaway,groupsthatwere gettingalargeamountoffeedbackdidperformpoorerthanthosethatinitiallyreceivedlessfeedback(p. 269). Janelleetal.(1997)definestwotypesoffeedback:knowledgeofresultsfeedbackand knowledgeofperformancefeedback.Knowledgeofresultsfeedbackreferstogivingfeedbackabout theoutcomeoftheskill.Knowledgeofperformanceisgivingfeedbackabouttheexecutionoftheskill (p.269).Itisimportanttodistinguishbetweenthetwobecausesomeresearchsuggeststhatoutcome feedbackalonewillnotimproveperformanceasmuchasifitwerepairedwithperformancebased feedback,specificallyvideoplayback(Janelleetal.,p.270).Interestinglyateachercansetthefocusof agivenpieceoffootagesimplybyhighlightingeithertheresultsortheperformanceoftheindividual. Forexample,ifastudentisshootingabasketball,resultsfeedbackwouldfocusontellingthestudentthe ballismissingthebaskettotheleft.Astudentwhoisgettingperformancefeedbackwouldbegetting feedbackonformthatiscausingtheballtodrifttotheleft. FeedbackandTheLearner Lookingspecificallyatlearningstylesandvideo,Hein(1997)conductedastudyofstudentsina physicsclass,withthepurposeofstudyingmotion.Theyweredividedintotwogroups:agroupthat useddigitalvideoandagroupthattookpartintraditionallaboratoryclasses.Theirlearningstyleswere assessedbytakingTheProductivityEnvironmentalPreferenceSurveytodeterminewhatkindoflearner theywere(p.19).Thestudythenlookedatthelearningstyleofeachpersonandtheirabilityto

understandphysicsmotionconcepts.Theresultsshowedthattherewasnotasignificantdifferencein thegroupthatuseddigitalvideowiththegroupthatusedtraditionalmethodsoflaboratorystudiesof motionconcepts.Additionally,therewasnodifferenceinthelearningstylesandtheirabilitytointerpret motiongraphs(Hein,1997,p.28).Whilethisinformationspeakstotheabilityofdifferentlearning stylesbeingabletounderstandmotionconcepts,itdoesnotaddresslearningstyledifferencesandthe benefitsofreceivingvideofeedback. ShenandChendescribelearnersindifferentstagesfromlowtohighskillwithregardtoprior knowledge,interest,andlearningstrategies(2007,p.145).BecauseShenandChenstudiedthese learningprofiles,theyconcludedthatinphysicaleducationclasses,learninginthecognitiveandaffective domainsareprogressiveprocesses,whichprovidesastrongcaseforhavingacurriculumthatteachesto thesedomainsaswellasthepsychomotordomain.Itmaybemoreimportantintheproposedstudy thatlearningprofilesarestudiedratherthanlearningstyles.AccordingtoDarden(1999)alsostatesthat thefeedbackgiventostudentsdependsontheirleveloftheskill.Beginnersshouldreceivelessspecific andlessfrequentfeedback(p.41). Darden(1999)alsoexplainsdifferentstagesoflearningwiththeuseofvideofeedback.The stagesrangefrombeinginshocktoindependent.Learnersateachstageinteractwithvideofeedback differently.Forexample,astudentwhoisintheshockphaseneedstogetusedtotheprocessofvideo feedback(p.42).HerbertandLandin(citedbyDarden)suggestsittakesstudentsatleasttwodaysto getbeneficialinformationfromthevideoduringtheshockphase(p.41).Inthesecondphase,Error Detection,studentsneedmoreteacherinputwithverbalfeedbackaccompanyingthevideo(p.43). StudentsintheErrorCorrectionphasearelessdependentonteachers,butstillrequirebothknowledge

ofresultsandknowledgeofperformancefeedback(p.44).Lastly,theindependentstageiswhere studentscanviewavideoandpickoutwhatismostimportantandcorrectthoseerrorsontheirown (p.45).Althoughstudentsmightnotpassthrougheachstageatthesamerate,theywillmostlikelypass throughtheminthisorder.Thisshowstheimportancefortheteachertoknowwhereeachstudentlies onthespectrumofstagesforthemtolearnthemostfromvideofeedback. SelfRegulationofFeedback Agoalofteachersistoalwaysmotivatestudentstobeindependentlearnersandthinkers. Similarly,helpingstudentstoprovidethemselveswithfeedbackwillbemorebeneficialaswell. Selfregulationoffeedbackhasbecomeanimportanttopicinvideofeedback.SchunkandZimmerman (1994)statesthatselfregulationisthedegreethatindividualsaremetacognitively,motivationally,and behaviorallyactiveparticipantsintheirownlearningprocess(p.3).Theindividualsthatusethese strategiestendtohaveincreasedperformanceandlearning(Janelleetal.,1997,p.270).Video feedbackcanhelpstudentsdevelopmetacognitionfortheirperformanceinaskill(Yakura,2009,p. 181).Thisliteraturesuggeststhatstudentswhoareabletogivethemselvesfeedbackwillrespond bettertovideofeedback. VideoFeedbackandthePsychologicalAspect Usingvideofeedbackcanbeextremelybeneficialtostudentsifitisusedintheclassroomkeeping certainpossibleproblemsinmind.AsYakuraexplainsstudentscanbeverysensitivetoviewingvideos, especiallythefirsttime(2009,p.178).Becauseofthestresslevelsomestudentsexperience,theywill sometimeswatchthevideoandgetlittleoutofit.Theyaresimplyenduringituntiltheeventisover(p. 178).Becauseofthisinitialshock,havingvoluntaryparticipation,alongwiththeoptionofprivate

viewingsoftherecording,helpstoguaranteeemotionalsafety(p.178and181).Additionally,Yakura (2009)suggestsgivingverbalfeedbackthatisdescriptiveanddevelopmental,ratherthanevaluative (p.179).Itshouldbegiveninshortclipssothatstudentsdonotenterinformationoverloadwhen viewingtherecordingwiththefocusonspecificbehaviorstolookfor(p.181).Havingstudentsgetthe mostfromthevideofeedback,Yakura(2009)statesthatgivingstudentstimetoadjusttotherecording isimportant.Becauseeveryoneissodifferent,thereisnosettimeittakesforstudentstobecome acclimatedtowatchingvideosofthem.Itshouldbeintertwinedwiththecoursesostudentsget accustomedtoit,starttofeelcomfortableandabletoreceivefeedbackpositively(p.181). VideoFeedbackandPerformanceSkills Whenpeoplearegivenfeedbackinregardtoperformance,studieshaveshownthat performanceimproves(BlackwellandNewell,1996Boyer,Miltenberger,Batsche,andFogel,2009). Videofeedback(showingthestudentsownvideo)andvideomodeling(showinganexpertvideo)are importantforperformancebasedskills(Boyeretal.2009,p.1).AccordingtoBoyeretal,usingvideo feedbackandmodelingcanhelpimprovecomplexmotorskills(p.1).InBoyeretalsstudy,gymnasts comparedtheirownvideowiththevideoofanexpert.Theresultsshowedthatthegymnastsimproved theirperformance,butdidnotachieveclosetoperfectperformances(p.4). Whilegivingfeedbackisimportant,childrenhavedifferentcapabilitiesthanadultsdo.Sullivan,Kantak andBurtnerstudiedthedifferenceandfoundoutthatchildrenwhoreceivedlessfeedbackduring practicesessionsdidnotperformaswellonretentiontests,butwhenfeedbackwasreintroducedthey didjustaswellasthegroupthatreceivedfeedback100percentofthetime(2008,p.720).This indicatesthatfeedbacktostudentsiscrucialforthemtoperformbetterbecausewhenitwasreduced

studentsperformancesuffered.BasedonDardenslevelsoflearningandthepreviousstatedresearch, theamountoffeedbackshouldpossiblydependonthelevelofskillastudentisat.

Conclusion Afterresearchingvideofeedbackanditsrelationshiptolearnersofalllevels,aclearerpicturedevelops, highlightingwherefurtherinquiryneedstotakeplace.Whilemuchhasbeensaidabouthowvideo feedbackisusedwithlearnersofvariousskilllevellittleisknownregardinglearningstyles.Learning stylesandprofilesneedtobetakenintoaccountwhenexaminingvideofeedbacktobetterinterpretthe results.Videofeedbackhasalsobeenshowntobeanexcellenttoolforimprovingmetacognition howeveritisalsoclearthatkitglovesneedtobeusedwhenintroducingvideofeedback.Video feedbackhasalsobeenshowntoimprovecomplexmotorskillsbutlittletonoresearchhasbeendone onthecognitiveunderstandinggained.Cognitiveknowledgeisbecominganincreasinglyimportant aspectofphysicaleducationandsoinvestigatingtherolethatvideofeedbackplaysiscrucialto advocatingitsuse.

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