Mastering the Long Jump: How Self-Controlled Video Feedback Transforms Student Performance in PE Classes

Abstract

In the evolving landscape of physical education (PE), transitioning from traditional teaching methods to modern, technology-enhanced feedback strategies represents a significant advancement in educational practices. This study explores the comparative effectiveness of Self-Controlled Video Feedback (SC-VF), Externally Controlled Video Feedback (EC-VF), Peer Review Video Feedback (PR-VF), and Teacher-Guided Instruction (TG) on student long jump performance in PE. Employing a Randomized Controlled Trial (RCT), this research aims to maintain scientific rigor and validity. The sample includes 180 secondary school students (96 boys and 84 girls, mean age = 14.0 years, SD = 0.82 months) with no prior long jump experience, instructed by the same PE teacher over eight years. Over an eight-week training period focusing on the long jump, assessments were conducted at baseline (Pre-Test), mid-point (Mid-Test), end-point (Post-Test), and during a follow-up retention test two weeks post-intervention. Measurements utilized the long jump distance tests, analysed via One-Way ANOVA. Findings revealed no significant differences in long jump performance improvements among the four groups at initial assessments; however, the SC-VF group displayed a statistically significant boost in the retention test. The retention test scores further underscored the benefits of self-controlled and peer-reviewed feedback in sustaining skill improvement and self-confidence. These insights suggest that such feedback methodologies could be strategically integrated into PE curriculums to enhance adolescent sports skill development. Future research is recommended to evaluate long jump techniques using a rating scale.