Video feedback may be a powerful tool to change biomechanical landing patterns associated with anterior cruciate ligament (ACL) injury risk. This study investigated the effect of video feedback on drop vertical jump (DVJ) landing strategies in team sport athletes. 59 athletes were assigned to a video feedback (VI) or control (CTRL) group. A pretest, 2 training sessions and a posttest were conducted. In both training sessions, video feedback, consisting of a video of the athlete's contour superimposed onto an expert's contour performing the DVJ landing task, was provided to the VI group; the CTRL group did not receive feedback. Outcomes included: kinematics and kinetics at peak knee valgus/varus moment during pre- and posttest and percentage overlap of expert and athlete during the training sessions. At posttest, males in the VI group showed greater hip flexion angles (p=0.001) and range of motion (p<0.001), smaller vertical ground reaction force, and smaller ankle dorsiflexion moment (p<0.001) compared to pretest. At posttest, males in the VI group demonstrated smaller vertical ground reaction force (p=0.031) and ankle dorsiflexion moment (p=0.001) compared to males in the CTRL group. The VI group increased percentage overlap with the expert during training sessions and from start of the first to the end of the second training session (p<0.001). Overall, video feedback was effective to modify landing strategies favorably in males. While females imitated the expert model, their landing strategy did not change significantly. While Females may need additional (verbal) feedback to benefit from video feedback.
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Many studies have shown that self-controlled feedback is beneficial for learning motor tasks, andthat learners prefer to receive feedback after supposedly good trials. However, to date all studiesconducted on self-controlled learning have used individual tasks and mainly relatively simpleskills. Therefore, the aim of this study was to examine self-controlled feedback on tactical skills insmall-sided soccer games. Highly talented youth soccer players were assigned to a self-control oryoked group and received video feedback on their o ffensive performance in 3 vs. 2 small-sidedgames. The results showed that the self-control group requested feedback mostly after good trials,that is, after they scored a goal. In addition, the perceived performance of the self-control groupwas higher on feedback than on no-feedback trials. Analyses of the conversations around thevideo feedback revealed that the players and coach discussed good and poor elements of per-formance and how to improve it. Although the coach had a major role in these conversations, theplayers of the self-control group spoke more and showed more initiative compared to the yokedgroup. The results revealed no significant beneficial effect of self-controlled feedback on per-formance as judged by the coach. Overall, the findings suggest that in such a complex situation assmall-sided soccer games, self-controlled feedback is used both to confirm correct performanceelements and to determine and correct errors, and that self-controlled learning stimulates theinvolvement of the learner in the learning process.
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This study investigates whether an interactive surround video is perceived as more enjoyable when there is some auditory feedback on interactive moments. We constructed a questionnaire that measured presence, effectance, autonomy, flow, enjoyment, system usability, user satisfaction and identification, filled in by two groups of respondents who had either watched an interactive movie on Oculus Rift with feedback sounds, or a version without. Our results show that users rated presence significantly lower in the feedback condition. We rejected our hypothesis, that auditory feedback would increase the perception of effectance.
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Background: In team handball an anterior cruciate ligament (ACL) injury often occurs during landing after a jump shot. Many intervention programs try to reduce the injury rate by instructing the athletes to land safer. Video feedback is an effective way to provide feedback although little is known about its influence on landing technique in sport-specific situations. Objective: To test the effectiveness of a video overlay feedback method on landing technique in elite handball players. Method: Sixteen elite female handball players were assigned to a Control or Video Group. Both groups performed jump shots in a pre-test, two training sessions (TR1 & TR2) and a post-test. The Video Group received video feedback of an expert model with an overlay of their own jump shots in TR1 and TR2 whilst the Control Group did not. Main outcome measures were sagittal ankle, knee and hip angles during initial contact (IC), maximum (MAX) and range of motion (ROM), in addition to the Landing Error Scoring System (LESS) score. One 2x4 repeated measures ANOVA was conducted to analyze group, time and interaction effects of all kinematic outcome measures and the LESS score. Results: The Video Group displayed significant improvement in knee and hip flexion at IC, MAX and ROM. In addition, MAX ankle flexion and their LESS score improved an average of 8.1 in the pre-test to 4.0 in the post-test. When considering performance variables, no differences between Control Group and Video Group were found in shot accuracy or vertical jump height, whilst horizontal jump distance in the Video Group became greater over time. Conclusion: Overlay visual feedback is an effective method to improve landing kinematics during a sport-specific jump shot. Further research is now warranted to determine the long-term effects and transfer to training and game situations.
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Video kan in allerlei vormen de leeromgeving verrijken en daarmee van toegevoegde waarde zijn in een leerproces. Het gebruik van video heeft niet alleen voordelen voor de student, maar ook voor jou als docent. Het lectoraat Teaching, Learning & Technology doet onderzoek naar de inzet van video bij leerprocessen. Deze handreiking gaat in op wat je moet doen om verschillende soorten video te kunnen gebruiken.
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The present study was aimed at investigating the effects of a video feedback coaching intervention for upper-grade primary school teachers on students’ cognitive gains in scientific knowledge. This teaching intervention was designed with the use of inquiry-based learning principles for teachers, such as the empirical cycle and the posing of thought-provoking questions. The intervention was put into practice in 10 upper-grade classrooms. The trajectory comprised four lessons, complemented with two premeasures and two postmeasures. The control condition consisted of 11 upper-grade teachers and their students. The success of the intervention was tested using an established standardized achievement test and situated measures. In this way, by means of premeasure and postmeasure questionnaires and video data, an assessment could be made of the change in students’ scientific knowledge before, during, and after the intervention. In this study, we primarily focused on the dynamics of students’ real-time expressions of scientific knowledge in the classroom. Important indicators of the effect of the intervention were found. Through focusing on the number of explanations and predictions, a significant increase could be seen in the proportion of students’ utterances displaying scientific understanding in the intervention condition. In addition, students in the intervention condition more often reasoned on higher complexity levels than students in the control condition. No effect was found for students’ scientific knowledge as measured with a standardized achievement test. Implications for future studies are stressed, as well as the importance of enriching the evaluation of intervention studies by focusing on dynamics in the classroom.
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BACKGROUND: Implicit (IF) and explicit (EF) feedback are two motor learning strategies demonstrated to alter movement patterns. There is conflicting evidence on which strategy produces better outcomes. The purpose of this study was to examine the effects of reduced IF and EF video feedback on lower extremity landing mechanics. METHODS: Thirty participants (24 ± 2 years, 1.7 ± 0.1 m, 70 ± 11 kg) were randomly assigned to three groups: IF (n = 10), EF (n = 10), and control (CG) (n = 10). They performed twelve box-drop jumps three times a week on the training sessions for six weeks. Only IF and EF groups received video feedback on the training sessions. IF was cued to focus their attention on the overall jump, while EF was cued to focus on position of their knees. 3D lower extremity biomechanics were tested on testing sessions with no feedback. All sessions were at least 24 h apart from another. Testing sessions included baseline testing (pretest), testing after 3 training sessions with 100% feedback (pst1), testing after 6 training sessions with 33.3% feedback (pst2), testing after 6 training sessions with 16.6% feedback (Pst3), and testing 1 month after with no feedback (retention - ret). ANOVA compared differences between groups and time at initial contact and peak for hip flexion (HF, °) and abduction angle (HA, °), hip abduction moment (HAM, Nm/kgm), knee flexion (KF, °) and abduction angle (KA, °), knee abduction moment (KAM, Nm/kgm) and VGRF (N) (p < 0.05). RESULTS: A significant main effect for group was found between IF and EF groups for HA (IF = - 6.7 ± 4; EF = - 9.4 ± 4.1) and KAM (IF = 0.05 ± 0.2; EF = - 0.07 ± 0.2) at initial contact, and peaks HA (IF = - 3.5 ± 4.5; EF = - 7.9 ± 4.7) and HAM (IF = 1.1 ± 0.6; EF = 0.9 ± 0.4). A significant main effect for time at initial contact for HF (pre = 32.4 ± 3.2; pst2 = 36.9 ± 3.2; pst3 = 37.9 ± 3.7; ret. = 34.1 ± 3.7), HAM (pre = 0.1 ± 0.1; pst1 = 0.04 ± 0.1; pst3 = 0.1 ± 0.01), KA (pre = 0.7 ± 1.1; pst1 = 0.2 ± 1.2; pst3 = 1.7 ± 1), and KAM (pre = 0.003 ± 0.1; pst3 = 0.01 ± 0.1) was found. DISCUSSION/CONCLUSION: We found that implicit feedback produced positive changes in landing mechanics while explicit feedback degraded motor learning. Our results indicate that implicit feedback should be used in programs to lower the ACL injury risk. We suggest that implicit feedback should be frequent in the beginning and not be reduced as much following the acquisition phase.
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Teacher education enables students to grow from ‘novice’ into ‘starting expert’ teachers. In this study, students’ textual peer feedback on video recordings of their teaching practice was analysed to determine the growth of their expertise in relation to blended curriculum design. The degree to which curriculum and literature influenced their feedback was assessed by semantic network analysis of prominent words from the literature that was studied, as well as the lexical richness andsemantic cohesion of students’ peer feedback and reflections. The lexical richness and the semantic cohesion increased significantly by the end of the semester. This means that students incorporated new vocabulary and maintained semantic consistency while using the new words. Regarding the semantic network analysis, we found stronger connections between the topics being discussed by the students at the end of the semester. Active use of video and peer feedback enhances students’ activeknowledge base, thus furthering effective teaching.
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Uit onderzoek blijkt de kwaliteit van de leraar voor de klas de meest belangrijke factor is op het leerresultaat van leerlingen.Leraarschap is een professie en net als andere professionals moeten leraren hun vak bijhouden en constant hun eigen handelen evalueren en verbeteren. Soms gaat dat vanzelf, bijvoorbeeld bij beginnende leraren. Om te overleven, zijn zij gedwongen heel snel te leren en zich verder te ontwikkelen. Maar meer ervaren leraren hebben inmiddels allerlei routines opgebouwd en missen vaak wat Koffeman (2011) noemt de 'noodzaak tot leren'. Het proefschrift beschrijft mogelijkheden om de professionalisering van leraren te stimuleren door middel van reflectiegesprekken met collega's en het gebruik van videofeedback. Het proefschrift betreft een ontwerponderzoek met als doel: op onderzoek gebaseerde oplossingen te ontwikkelen voor complexe problemen uit de onderwijspraktijk en tevens bij te dragen aan wetenschappelijke theorievorming, door het bestuderen van de onderliggende ontwerpprincipes. Samen met een school voor voortgezet onderwijs is een concreet programma ontworpen dat meer informele vormen van leren op de werkplek tussen leraren stimuleert. Door het ontwerpproces en de uitkomsten stap voor stap te beschrijven, levert dit onderzoek niet alleen een kant-en-klaar professionaliseringsprogramma dat andere scholen kunnen gaan gebruiken, maar levert het vooral ook bouwstenen op in de vorm van ontwerpprincipes en kennis over hoe en onder welke voorwaarden deze in de school kunnen werken. Met deze bouwstenen worden ook andere scholen in staat gesteld om het programma aan te passen aan de context van de eigen school.
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Feedback is one of the most powerful tools teachers can use to enhance student learning. In 2006, the Dutch Inspectorate of Education concluded from classroom observations that it is difficult for Dutch teachers to give their students good feedback in order to stimulate students' learning process and developmental progress. Similar problems were revealed in other school levels and countries, for example in secondary education and in Finland. Giving feedback during active learning may be even more troublesome for teachers. During active learning, students are working in small groups on different learning goals and undertake different learning activities at the same time. They need to achieve task-related goals as well as to develop the meta-cognitive knowledge and skills that are needed for active learning. Yet, teachers often seem unable to provide the feedback that is needed and they do not know how to support the development of meta-cognitive knowledge and skills.Therefore, this research project focused on ways to improve primary school teachers' feedback giving practices during active learning. The central research question is: How can primary school teachers learn to give optimal feedback to pupils during active learning? To answer this question, five studies have been conducted. In the first study, knowledge regarding teachers' feedback practices was gathered. A category system was developed based on the literature and empirical data. A total of 1465 teacher-student interactions of 32 teachers who practiced active learning in the domain of environmental studies in the sixth, seventh or eighth grade of 13 Dutch primary schools were videotaped and assessed using this system. Results showed that about half of the teacher-student interactions contained feedback. This feedback was usually focused on the tasks that were being performed by the students and on the ways in which these tasks were processed. Only 5% of the feedback was explicitly related to a learning goal. In their feedback, the teachers were directing (rather than facilitating) the learning processes. During active learning, however, feedback on meta-cognition and social learning is important. Feedback should be explicitly related to learning goals. In practice, these kinds of feedback appear to be scarce. In the second study, the problems these 32 primary school teachers perceive and the beliefs they hold regarding the provision of feedback were investigated. A writing task and an interview were conducted. It appeared that teachers believed that conditional teacher skills, especially time management, hindered them most from giving good feedback. The most widely held belief was that 'feedback should be positive'. Teachers also believed that it is important to adopt a facilitative way of giving feedback, but they found this difficult to implement. Only some teachers believed goal-directedness and a focus on student meta-cognition were important during active learning and teachers did not perceive problems regarding these aspects. In the third study, a professional development program (PDP) was developed, implemented and evaluated. The goals and content of the PDP were based on a review of the literature regarding feedback and active learning and on the results of the preceding studies. The design of the PDP was based on the extant literature regarding the features which are considered to be important for PDPs, including structural features, goal setting and characteristics of the professional development activities that are part of the program. Effects of this PDP on 16 primary schoolteachers' knowledge, beliefs, perceived problems and classroom behavior were examined via observations, a writing task and a questionnaire prior and twice after the program was implemented. Results showed that several aspects of feedback during active learning were improved, both in the short and in the long term. For example, teachers learned to believe that feedback must be goal-directed and that learning goals need to be communicated to students. In the classrooms, teachers related their feedback more often explicitly to the learning goals. In the fourth study, the extent to which teachers attributed the success of the PDP to each of the purposefully implemented features of the PDP was examined. The 16 teachers that participated in the PDP completed a questionnaire and four focus group interviews were conducted. Results indicated that teachers value most features quite highly; all features contributed to teachers' professional development according to the teachers themselves. The qualitative data was used to illustrate and specify the theoretical knowledge regarding the features that appeared to be effective in PDP's. Finally, in the fifth study, the learning process of two of the participating teachers was described in detail. Written reflections, as well as videotaped reflections during the video interaction training meetings were analyzed and related to the effects of the PDP on both teachers' knowledge, beliefs, perceived problems and classroom behavior during te course of the PDP. By relating the learning processes of these two teachers to the literature regarding professional development, we aimed for a rich understanding of the impact of the PDP on teachers' professional development.
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