Innovative Feedback Techniques in Physical Education: A Study on Long Jump Performance in Students Aged 13-15

Abstract

A significant shift in educational practices has occurred in physical education (PE) recently, with a focus on moving away from more conventional approaches to instruction and towards more modern, technology-based feedback strategies. This study assesses the impact 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 long jump performance and self-efficacy among students aged 13-15. Utilizing a Randomized Controlled Trial (RCT), the research maintains stringent scientific standards and involves 180 secondary school students (96 boys and 84 girls, mean age = 14 years, SD = 0.82 months) with no prior experience in long jumping, all taught by the same PE teacher over eight years. The eight-week study period included assessments at baseline, mid-point, end-point, and two weeks post-intervention using the Self-Efficacy Scale and long jump distance measurements, analysed through Repeated Measures ANOVA. Results showed significant enhancements in performance and self-efficacy across all feedback methods, with SC-VF and PR-VF exhibiting notable improvements; SC-VF participants increased their jump from 4.52 m to 6.41 m and their self-efficacy scores from 14.62 to 25.62, while PR-VF participants saw jumps from 4.50 m to 5.80 m and self-efficacy scores from 14.51 to 22.51. The study confirms the effectiveness of video feedback in enhancing both the physical and psychological attributes of young athletes and suggests future research could explore integrating cutting-edge technologies like augmented reality (AR) and virtual reality (VR) to further enhance feedback delivery in sports training.