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Effectiveness of Video-Based
Movement Analysis on Motor Skill Acquisition:
Modeled Demonstration of
Skilled Performance
In our first attempt to utilize the motion
analysis software in a teaching/learning environment we incorporated the
Dartfish software into a human motor behavior class. The purpose of the
lab was to examine different methods of presenting and learning a motor
skill. We incorporated 4 different groups into the learning experience
to measure the effectiveness of using video-based motion analysis
technology into the learning environment. The movement task was learning
to juggle with various forms of feedback. The four groups consisted of:
1) control group (no practice); 2) novice observation group (performers
observed beginning performers learn to juggle while able to hear all
feedback given to performer – often referred to as a learning model); 3)
discovery learning group (performers were asked to learn to juggle
without receiving any feedback regarding their performance), and 4) an
expert observation group (Video based movement analysis (the recording
of an experienced juggler was incorporated into the Dartfish software
and students were able to slow or speed movement (ranging from ¼ speed
to 2x speed) , zoom and isolated to highlight the movement and
sequencing of any and all moving parts during the juggle).
All students performed a pretest of three juggling
attempts with bean bags, where successful catches for each trial were
recorder. Following the pretest, the three juggling groups practiced
using their respective feedback mechanisms while the control group read
for a total of 20 minutes. Following the experimental session, all
subjects were given a post-test of three juggling trials. Again,
successful catches were counted for the three trials. The results of the
testing can be seen in Table 1.
Results: during the course of the 20 minute
practice schedule, it can be seen that all three practice groups
improved in their performance on the juggling task, with the greatest
level of improvement for the video based and the expert
feedback/learning model. Although not significantly different the
discovery learning group’s improvement was half that of the two other
learning groups. Given the short period of time for skill acquisition
and the limited sample size, it was not surprising, however, with
two-times the improvement of the discovery learning group the
video-based motion analysis group did show meaningful improvement.
Ideally the learning trials could have been
extended over the course of multiple days, however, with the limitations
of utilizing the computer software in a lecture based class there was
not an option for a more reasonable amount of time to view the
performance and fully utilize the functionality of the Dartfish
software. Although all three learning groups showed improved
performance, only the video based performers were without the assistance
of an advanced performer. As such the need to have an individual provide
feedback to the learners can be reduced, at least in the early stages of
skill acquisition. The additional benefit of the video software is that
the performer is able to control the speed of the movement, stop the
movement at anytime, and zoom in on any part of the movement, in an
attempt to more fully understand the task. Although these features were
used, the time available was limited and will require further study to
determine its full effectiveness.
Table 1: Juggling results following practice
utilizing different methods of feedback.
Discussion: The first attempt to incorporate of
the video based movement analysis software into the undergraduate
curriculum was successful. It was discovered that the ability to observe
and control the play-back of the advanced performer did result in
improved juggling performance, without the need for an expert to provide
augmented feedback to the performer. The improved level of skill
acquisition seen in the video based learning group was as good as those
viewing a learning model while receiving feedback from an advanced
performer, and twice that of those practicing on their own. As a result,
this laboratory experience has demonstrated that a computer based motion
analysis software program, like Dartfish, can be used to begin the
learning process and allow the performer to be actively involved in the
learning process. Given the preponderance of research showing that
active involvement in learning as well as being involved in assessing
ones’ own performance are critical to the learning process, utilizing
this form of video-based demonstration provides another method of skill
instruction. The appeal of the video-based demonstration, especially
with the control offered in motion analysis software, is that the need
to have skilled instructors in all skills may be reduced, at least
during the early stages of learning.
As with most studies showing improved skill
acquisition, until the findings are extended through the learning stages
its full utility remains to be determined. However, with the ability to
film and analyze ones’ own performance and immediately review, with full
control over field of view, speed of playback, as well as the ability to
show side-by-side, or overlaid performance with that of an expert. This
form of skill instruction will have the ability to completely transform
the learning process.
In our next laboratory experience we incorporated
the use of the software in assessing ones’ own skill. The skill being
acquired was volleying in the sport of volleyball. Performers were
permitted to control the playback of their own performance and
immediately view their performance and correct errors that may not be
fully understood with the feedback offered by video-based motion
analysis.
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