{"id":{"repo_id":"wvu","oai_identifier":"oai:researchrepository.wvu.edu:etd-1568"},"canonical_url":"https://search.dev.ndltd.org/etd/wvu/oai:researchrepository.wvu.edu:etd-1568","repository":{"repo_id":"wvu","name":"West Virginia University","base_url":"https://researchrepository.wvu.edu/do/oai/"},"display":{"title":"Effects of Video Feedback on Students' Performance of a Back Handspring","abstract":"Purpose: Video technology has become a viable resource for teachers and coaches as a method of providing feedback to students and athletes. Studies support the use of this strategy when applied to teaching adolescents and adults with a proficient skill base. To date little research has identified the use of video technology as a method of feedback in the skill acquisition of children at a novice level. The purpose of this study was to examine the effect of video feedback on the performance of a back handspring. Methods: A multiple-treatment reversal design within each participant with a counter balance was used. The multiple-treatment such that two subjects received verbal feedback and two subjects received video/verbal feedback as levels of the independent variable. The measure of the performance of the back handspring was determined by a scale that assigned a score based on the number of critical elements present during performance. Participants included four children enrolled at a dance studio who could perform a back handspring without the assistance of a spotter. Analysis/Results: Visual inspection of mean scores identified a positive behavior change of performance during all phases of video/verbal and verbal feedback intervention when compared to baseline performance. The results also suggested that the intervention of video/verbal feedback had no substantial effect over the intervention of verbal feedback as a preferred method of treatment. Further research is needed to examine the performance level of the subjects receiving practice once treatment has been removed.","abstract_html":"Purpose: Video technology has become a viable resource for teachers and coaches as a method of providing feedback to students and athletes. Studies support the use of this strategy when applied to teaching adolescents and adults with a proficient skill base. To date little research has identified the use of video technology as a method of feedback in the skill acquisition of children at a novice level. The purpose of this study was to examine the effect of video feedback on the performance of a back handspring. Methods: A multiple-treatment reversal design within each participant with a counter balance was used. The multiple-treatment such that two subjects received verbal feedback and two subjects received video/verbal feedback as levels of the independent variable. The measure of the performance of the back handspring was determined by a scale that assigned a score based on the number of critical elements present during performance. Participants included four children enrolled at a dance studio who could perform a back handspring without the assistance of a spotter. Analysis/Results: Visual inspection of mean scores identified a positive behavior change of performance during all phases of video/verbal and verbal feedback intervention when compared to baseline performance. The results also suggested that the intervention of video/verbal feedback had no substantial effect over the intervention of verbal feedback as a preferred method of treatment. Further research is needed to examine the performance level of the subjects receiving practice once treatment has been removed.","abstract_has_math":false,"creators":["Kiefer, Kristi A."],"institution":null,"degree_name":"EdD","degree_level":"Dissertation","degree_discipline":"Physical Education Teacher Education","degree_department":null,"school":null,"contributors":["Andrew H. Hawkins","Daniel E. Hursh","Paul D. Reneau","Richard T. Walls","Jacqueline L. Webb-Dempsey"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-12-01T08:00:00Z","date_published":"2012-12-01T08:00:00Z","updated_at":"2026-07-24T06:14:38Z","subjects":["Physical education","Educational technology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["https://researchrepository.wvu.edu/etd/565"],"render_values":[{"text":"https://researchrepository.wvu.edu/etd/565","href":"https://researchrepository.wvu.edu/etd/565","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.33915/etd.565","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Andrew H. Hawkins","Daniel E. Hursh","Paul D. Reneau","Richard T. Walls","Jacqueline L. 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Studies support the use of this strategy when applied to teaching adolescents and adults with a proficient skill base. To date little research has identified the use of video technology as a method of feedback in the skill acquisition of children at a novice level. The purpose of this study was to examine the effect of video feedback on the performance of a back handspring. Methods: A multiple-treatment reversal design within each participant with a counter balance was used. The multiple-treatment such that two subjects received verbal feedback and two subjects received video/verbal feedback as levels of the independent variable. The measure of the performance of the back handspring was determined by a scale that assigned a score based on the number of critical elements present during performance. Participants included four children enrolled at a dance studio who could perform a back handspring without the assistance of a spotter. Analysis/Results: Visual inspection of mean scores identified a positive behavior change of performance during all phases of video/verbal and verbal feedback intervention when compared to baseline performance. The results also suggested that the intervention of video/verbal feedback had no substantial effect over the intervention of verbal feedback as a preferred method of treatment. Further research is needed to examine the performance level of the subjects receiving practice once treatment has been removed."]},{"key":"dc:title","label":"Title","values":["Effects of Video Feedback on Students' Performance of a Back Handspring"]}]}],"canonical_facts":{"dc:contributor":["Andrew H. Hawkins","Daniel E. Hursh","Paul D. Reneau","Richard T. Walls","Jacqueline L. Webb-Dempsey"],"dc:creator":["Kiefer, Kristi A."],"dc:date.available":["2019-01-17T08:00:00Z"],"dc:description.abstract":["Purpose: Video technology has become a viable resource for teachers and coaches as a method of providing feedback to students and athletes. Studies support the use of this strategy when applied to teaching adolescents and adults with a proficient skill base. To date little research has identified the use of video technology as a method of feedback in the skill acquisition of children at a novice level. The purpose of this study was to examine the effect of video feedback on the performance of a back handspring. Methods: A multiple-treatment reversal design within each participant with a counter balance was used. The multiple-treatment such that two subjects received verbal feedback and two subjects received video/verbal feedback as levels of the independent variable. The measure of the performance of the back handspring was determined by a scale that assigned a score based on the number of critical elements present during performance. Participants included four children enrolled at a dance studio who could perform a back handspring without the assistance of a spotter. Analysis/Results: Visual inspection of mean scores identified a positive behavior change of performance during all phases of video/verbal and verbal feedback intervention when compared to baseline performance. The results also suggested that the intervention of video/verbal feedback had no substantial effect over the intervention of verbal feedback as a preferred method of treatment. Further research is needed to examine the performance level of the subjects receiving practice once treatment has been removed."],"dc:identifier":["https://doi.org/10.33915/etd.565","https://researchrepository.wvu.edu/etd/565"],"dc:subject":["Physical education","Educational technology"],"dc:title":["Effects of Video Feedback on Students' Performance of a Back Handspring"],"thesis:degree_discipline":["Physical Education Teacher Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["EdD"]},"updated_at":"2026-07-24T06:14:38Z"}