The Effect of Using Visually Enhanced Feedback by Viewing the Model and The Own Performance on Learning Long Jump Competition
Year: 2025
Type: article
Study design: Clinical Trial
Abstract: This study aimed to identify the effect of using visually enhanced feedback by viewing model performance and the effect of visually enhanced feedback by viewing both model performance and the learner's own performance on learning the long jump technique, The researcher used the experimental approach using two experimental groups by Pre-test/post-test design, experimental group 1: Views model performance only and experimental group 2: Views model performance + their own recorded performance, The sample consisted of (50) students enrolled in the subject of field and track competitions at the department of physical education and sports in Kuwait, (10) students were excluded to conduct the exploratory study, the rest were randomly divided equally into two experimental groups (20) students each during the academic year (2024/2025), the SPSS program was used to process the data statistically by calculating: arithmetic mean, standard deviation, median, torsion coefficient, Pearson's correlation coefficient, test "T", the important conclusion were, this study demonstrates that both model-based and combined model/self-performance video feedback methods are effective in improving long jump performance among novice learners. However, providing learners with access to both expert models and their own performance videos results in significantly greater improvements in jump distance, technical skill execution, and self-efficacy. These results suggest that visually enhanced feedback strategies, particularly those that include self-observation, should be integrated into training programs for sports that require complex, coordinated movements. Coaches and educators are encouraged to adopt technology-assisted feedback methods to enhance learning outcomes.
Author: Meshal Fahad Mohamed Althuwaini
Institution: Basic Education College
Language: English
Field: Health Professions
Domain: Health Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4417235880
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