Research Unit, "Physical Activity, Sport and Health", UR18JS01, National Observatory of Sport, Tunis 1003, Tunisia.
Higher Institute of Education and Continuous Training, Virtual University, Montplaisir 2019, Tunisia.
Int J Environ Res Public Health. 2021 Mar 16;18(6):3069. doi: 10.3390/ijerph18063069.
The purpose of the present study was to investigate which of two strategies, Video Feedback with Pedagogical Activity (VF-PA) or Video Feedback (VF), would be more beneficial for the remote error correction of the snatch weightlifting technique during the confinement period. Thirty-five school aged children with at least three months of weightlifting experience were randomized to one of three training conditions: VF-PA, VF or the Control group (CONT). Subjects underwent test sessions one week before (T0) and one day after (T1) a six-session training period and a retention test session a week later (T2). During each test session, the Kinovea version 0.8.15 software measured the kinematic parameters of the snatch performance. Following distance learning sessions (T1), the VF-PA improved various kinematic parameters (i.e., barbell horizontal displacements, maximum height, looping and symmetry) compared with T0 ( < 0.5; Cohen's d = 0.58-1.1). Most of these improvements were maintained during the retention test (T2) (<0.01, Cohen's d = 1.2-1.3) when compared withT0. However, the VF group improved only twoparameters (i.e., barbell symmetry and horizontal displacement) at T1 ( < 0.05; Cohen's d = 0.9), which were not maintained at T2. Better horizontal displacement and looping values were registered during the retention test in the VF-PA group compared with theCONT group ( < 0.05, Cohen's d = 1.49-1.52). The present findings suggest combining video feedback with pedagogical activity during the pandemic induced online coaching or physical education to improve movement learning in school aged children.
本研究旨在探讨在禁闭期间，哪种策略（带教学活动的视频反馈 VF-PA 或视频反馈 VF）更有利于远程纠正抓举举重技术中的错误。将 35 名具有至少三个月举重经验的学龄儿童随机分配到三种训练条件之一：VF-PA、VF 或对照组（CONT）。受试者在六次训练期前一周（T0）和一天后（T1）以及一周后的保留测试期（T2）进行测试。在每个测试会话中，Kinovea 版本 0.8.15 软件测量了抓举性能的运动学参数。在距离学习课程（T1）之后，与 T0 相比，VF-PA 改善了各种运动学参数（即杠铃水平位移、最大高度、循环和对称）（<0.5；Cohen's d = 0.58-1.1）。与 T0 相比，这些改善中的大多数在保留测试（T2）期间得以维持（<0.01，Cohen's d = 1.2-1.3）。然而，VF 组仅在 T1 时改善了两个参数（即杠铃对称和水平位移）（<0.05；Cohen's d = 0.9），在 T2 时并未维持。与 CONT 组相比，VF-PA 组在保留测试期间记录到更好的水平位移和循环值（<0.05，Cohen's d = 1.49-1.52）。本研究结果表明，在大流行期间的在线指导或体育教育中，将视频反馈与教学活动相结合，以提高学龄儿童的运动学习能力。
