휴대폰 동영상 피드백: 학습효과를 최대화하기 위해 어떻게 제공되어야 하는가? = Mobile Phone Video Feedback: How Should It Be Delivered to Maximize Motor Learning Effect?

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine how mobile phone video feedback should be delivered to learners to maximize the motor learning effect. Specifically, we investigated the effect of video feedback(VF) combined with error-correcting information(EI), attention-focusing cues(AC) and expert model video(EMV). The to-be-learned task was an inside-of-the-foot soccer accuracy pass. The performance score represented kicking form and pass accuracy. Forty-six female participants were randomly assigned to one of four experimental groups according to what factors were combined with a video feedback; 1) control, 2) EI+VF, 3) EI+AC+VF, and 4) EI+AC+EMV+VF groups. All participants practiced 10 trials without any information during a practice phase and 40 trials with video feedback during an acquisition phase. A retention test was administered 24 hours later. The results indicated that all video feedback groups displayed better learning effect than the control group. The EI+AC+EMV+VF group exhibited better learning effect compared with other video feedback groups. These results suggest that the video feedback should be combined with EI+AC+EV to maximize learning effect. However, attention-focusing cues are redundant when error-correcting information was presented. Adding expert model video to video feedback seems to facilitate the detection of movement error by providing a template for evaluating kinematic features of video feedback.

참고문헌 (Reference)

1 고영규, "휴대폰이 운동기술 학습을 위한 동영상 피드백 도구로 활용될 수 있을까?" 국민체육진흥공단 부설 한국스포츠개발원 24 (24): 679-688, 2013

2 고영규, "다자유도 동작의 학습에 대한 전이적 정보와 동영상 피드백의 효율" 한국스포츠심리학회 23 (23): 41-53, 2012

3 Horn, R. R., "Visual search and coordination changes in response to video and point-light demonstration without KR" 37 : 265-274, 2005

4 Darden, C. F., "Videotape feedback for student learning and performance: a learning-stages approach" 70 : 40-45, 1999

5 Rikli, R., "Videotape feedback effects on tennis serving form" 50 : 895-901, 1980

6 Herbert, E., "Videotape feedback : What learners see and how they use it" 4 : 12-28, 1998

7 Boyer, E., "Video modeling by experts with video feedback to enhance gymnastics skills" 42 : 855-860, 2009

8 Carroll, W. R., "The role of visual monitoring and motor rehearsal in observational learning of action patterns" 17 : 269-281, 1985

9 Hodges, N. J., "The role of video in facilitating perception and action of a novel coordination movement" 35 : 247-260, 2003

10 Landin, D., "The role of verbal cues in skill learning" 46 : 299-313, 1994

11 Guadagnoli, M., "The efficacy of video feedback for learning the golf swing" 20 : 615-622, 2002

12 Emmen, H. H., "The effect of video-modelling and video-feedback on the learning of the tennis service by novices" 3 : 127-138, 1985

13 Van Wieringen, P. C. W., "The effect of video-feedback on the learning of the tennis service by intermediate players" 7 : 153-162, 1989

14 Baudry, L., "The effect of combined self-and expert-modelling on the performance of the double leg circle on the pommel horse" 24 : 1055-1063, 2006

15 Feltz, D. L., "The effect of age and number of demonstrations on modeling of form and performance" 53 : 291-296, 1982

16 Newell, K. M., "Skill learning, In Human Skills" Wiley 1981

17 Wulf, G., "Self-controlled observational practice enhances learning" 76 : 107-111, 2005

18 Darden, C. F., "Revisit an"old"technology. Videotape feedback for motor skill learning and performance" 13 : 17-21, 2000

19 Carroll, W. R., "Representational guidance of action production in observational learning : A causal analysis" 22 : 85-97, 1990

20 Scully, D. M., "Observational learning and the acquisition of motor sills : Toward a visual perception perspective" 11 : 169-181, 1985

21 Newell, K. M., "Motor skill acquisition" 42 : 213-237, 1991

22 Schmidt, R. A., "Motor control and learning: A behavioral emphasis" Human Kinetics 2012

23 Magill, R. A., "Modeling and verbal feedback influences on skill learning" 24 : 358-369, 1993

24 Janelle, C. M., "Mechanisms of attentional cueing during observational learning to facilitate motor skill acquisition" 21 : 825-838, 2003

25 Janelle, C. M., "Maximizing performance feedback effectiveness through videotape replay and self-controlled learning environment" 68 : 269-279, 1997

26 Selder, D. J., "Knowledge of performance, skill level and performance on the balance beam" 4 : 226-229, 1979

27 Kernodle, M. W., "Information feedback and the learning of multiple-degree-of-freedom acitivities" 24 : 187-196, 1992

28 Boyce, B. A., "How should feedback be delivered?" 67 : 18-22, 1996

29 Hayes, S., "End-point focus manipulations to determine what information is used during observational learning" 126 : 120-137, 2007

30 Herbert, E., "Effects of a learning model and augmented feedback on tennis skill acquisition" 3 : 250-257, 1994

31 Rothstein, A. L., "Effective use of videotape replay in learning motor skills" 5 : 59-60, 1980

32 Newell, K. M., "Change in movement and skill: learning, retention, and transfer. In Dexterity and its development" Lawrence Erlbaum Associates 339-376, 1996

33 Rothstein, A. L., "Bridging the gap : Application of research on video-tape feedback and bowling" 1 : 35-62, 1976

34 Newell, K. M., "Augmented information and the acquisition of skill in physical activity" 13 : 235-261, 1985

35 Onate, J. A., "Augmented feedback reduces jump-landing forces" 31 : 511-517, 2001

36 Keele, S., "'Current status of the motor program concept', In Psychology of motor behavior and sport. Vol. 1" Human Kinetics Press 1976