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Effect of Video Modeling Process on Teaching/Learning Hurdle Clearance Situations on Physical Education Students

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DOI: 10.4236/ape.2015.54027    3,615 Downloads   4,513 Views   Citations

ABSTRACT

The purpose of this study was to investigate the difference between two pedagogical methods in teaching/learning hurdle clearance such as the traditional learning method which was based on verbal feedback and the new technology through motion analysis and video modeling which was based on self-modeling, expert modeling and model’s superposition. Twenty-seven sports science students took part in this study. Modeling group composed of 15 students and traditional group of 12 students. Both groups participated in a 10-week hurdle clearance learning (two sessions per week) which was composed of 10 sets (5 hurdles clearance per set) in total 1000 repetitions. The findings indicated a better enhancement of the learning score in the modeling group compared to the traditional one (14.26 ± 2.05 pts vs. 11.66 ± 1.72 pts, respectively with p < 0.01). In addition, the analysis of delta-percentage revealed a high increase of technical performance in the modeling group. In conclusion, video feedback with model’s superposition led to a better improvement of learning in hurdle clearance more than verbal feedback.

Conflicts of Interest

The authors declare no conflicts of interest.

Cite this paper

Amara, S. , Mkaouer, B. , Nassib, S. , Chaaben, H. , Hachana, Y. and Salah, F. (2015) Effect of Video Modeling Process on Teaching/Learning Hurdle Clearance Situations on Physical Education Students. Advances in Physical Education, 5, 225-233. doi: 10.4236/ape.2015.54027.

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