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Video Feedback

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Submitted By killsquad191
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Video Feedback
Luke Hampton
Truman State University

Sports have become the center show of the entire world. Whether it’s baseball, basketball, football, or the most popular of the world, soccer, millions of people spend their days cheering on the athletes as the compete. These athletes are some of the most physically fit, and mentally sharp people you can find around the world, but no athlete has gotten to where he or she stands without proper training. We hear the stories of those who grew up in terrible environments, those who came from nothing, rising up to the challenge and overcoming all obstacles in their way. You can find videos both on tv and the internet 24/7, of athletes striving to perfection and stopping at no cost. Their practice ethic is unmatched, and yields amazing results that amateurs dream to achieve. This is all due to the type of feedback the athlete is receiving while practicing at high intensity.
Many feedbacks are commonly used in the daily trainings of an athlete. One of the most prominent is the video feedback. Using video feedback allows the athlete to see what he or she is doing from a different perspective. They then can analyze and change according to the needs of the athletes. This types of changes can include, a change of form, stance, weight distribution, and many more. Using video feedback yields a high amount of positive results making it a great feedback for athletes of any status and age.
In the article, “The Effects of Self-Controlled Video Feedback on the Learning of the Basketball Set Shot”, athletes were split into two groups. The objective of this experiment was to test different types of self controlled video feedback, using a set shot in basketball. The first group of athletes were able to request video feedback at anytime between trials to review their performance. The second group had set interval times in which video feedback was provided. The conclusion of the test resulted the group one, self controlled with no limitations, scored higher than second group. “The results indicated that SC video feedback conferred a learning benefit without the provision of explicit additional attentional cueing” (Aiken).
Similar to the first experiment, “Self-Controlled Feedback Is Effective if It Is Based on the Learner's Performance” uses two groups of athletes testing different variations of self controlled feedback. Using a sequential timing task, each group chose different trials to watch their feedback on.The first group decided on whether or not to use the feedback after every trial, while the second group decided before the trial took place. After a few trials, group one started to complete the task more efficiently and precisely compared to group two. This is because the group was able to decide if they wanted to use the feedback presented or not (Chiviacowsky).
Taking a different approach, in the article “Effectiveness of video feedback and self-management on inappropriate social behavior of youth with mild mental retardation”, six youth members with mild retardation were assessed by their behaviors. The first step was recording the members constant inappropriate behaviors. After that, they would self monitor the recordings and record their behavior. Then they were asked to evaluate their behaviors against a criterion. Finally they would reinforce the appropriate behaviors the subjects implemented. Results showed a statistically significant decrease of the percentage intervals of inappropriate behavior when the procedure was in effect (Embregets).
For the last experiment, athletes from the NBA tested their ability to throw darts using the quiet eye technique. The experiment used 13 skilled and 13 less skilled basketball athletes. Doing trials with both a free throw and then dart throwing, the players attempted to achieve silence in the mind using the quiet mind technique. With a camera watching them, players were able to see their mistakes in form and technique. The results were not as all expected, the skilled basketball athletes did better in the free throw, but the less skilled threw the darts better.The video feedback was able to raise the scores of all participants in the experiment (Rienhoff).

Reflection
Personally i really like our choice in presentation. My group was amazing and we were able to easily complete the task given to us while having a good amount of fun. Though something i would personally change about our presentation was the exercises we chose. I think having more in depth and complicated movements would have allowed us to dive deeper into into our 3 feedback choices we made, which would allow us to better understand them.

References
Aiken, C., Fairbrother, J., & Post, P. (n.d.). The Effects of Self-Controlled Video Feedback on the Learning of the Basketball Set Shot. Retrieved December 5, 2015, from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3438820/
Chiviacowsky, S., & Wulf, G. (n.d.). Self-Controlled Feedback Is Effective if It Is Based on the Learner's Performance. Retrieved December 5, 2015, from http://www.tandfonline.com/doi/abs/10.1080/02701367.2005.1059926
Embregets, P. (n.d.). Effectiveness of video feedback and self-management on inappropriate social behavior of youth with mild mental retardation. Retrieved December 5, 2015, from http://www.sciencedirect.com/science/article/pii/S0891422200000524
Rienhoff, R., Hopwood, M., Fischer, L., Strauss, B., Baker, J., & Schorer, J. (n.d.). Transfer of motor and perceptual skills from basketball to darts. Retrieved December 5, 2015, from http://journal.frontiersin.org/article/10.3389/fpsyg.2013.00593/abstract

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