Boosting Boundaries: How Feedback Methods Enhance Student Self-Efficacy in Long Jump?

Abstract

The transition from traditional teaching methods to modern technology-based feedback systems in physical education (PE) represents a significant advancement in educational practices. This research investigates 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) in enhancing students' self-efficacy in long jump performance. Employing a Randomised Controlled Trial (RCT) design to ensure scientific rigor and validity, the study involves 180 secondary school students, comprising 96 males and 84 females, with an average age of 14.0 years (SD = 0.82 months). None of the participants had prior experience in the long jump, and all were instructed by the same physical education teacher with eight years of experience. The eight-week training program focused on the long jump, with assessments conducted at the Post-Test 1, Post-Test 2 and during a follow-up retention test two weeks post-intervention. The Self-Efficacy Scale (Kok et al., 2020) was utilised for measurements, which were analysed using One-Way ANOVA. The results showed no significant difference in self-efficacy scores at the mid-test stage among the groups. However, in subsequent tests, the SC-VF and PR-VF groups demonstrated higher self-efficacy scores compared to the EC-VF and TG groups. Retention test scores further highlighted the benefits of self-controlled and peer-reviewed feedback in sustaining skill improvement and self-confidence. These findings suggest that incorporating these feedback methods into PE curriculums can strategically enhance the development of sports skills in adolescents. Future research should consider a qualitative approach to further evaluate self-efficacy.