Rehabilitation Sciences, Old Dominion University, Norfolk, VA.
Department of Psychology, The Ohio State University, Columbus.
J Athl Train. 2024 Mar 1;59(3):281-288. doi: 10.4085/1062-6050-0602.22.
Video feedback is an expeditious method for improving athlete safety when performing activities with an inherent risk of injury. Providing appropriate and validated feedback during tackling training in American football may be a mechanism for athletes to learn safe tackling performance.
To determine the effect of video feedback in the instruction of tackling form.
Controlled laboratory study.
Laboratory.
A total of 32 youth football athletes (28 boys, 4 girls; age = 11.8 ± 0.8 years) participated in 1 day of training. Of those, 14 participants completed 2 additional days of training and a 48-hour retention and transfer test.
INTERVENTION(S): Video feedback using self as model, expert as model, combined self and expert model, and oral feedback to promote safe tackling performance in a laboratory environment.
MAIN OUTCOME MEASURE(S): Shoulder extension, cervical extension, trunk angle, pelvis height, and step length by training block and over time.
For the 1-day training group, main effects for time were observed for shoulder extension (P < .01), cervical extension (P = .01), pelvis height (P < .01), and step length (P < .01), with better performance for pelvis height and step length after combined feedback. For the 3-day training group, main effects of time were identified in pelvis height (P < .01) and step length (P < .01), with combined feedback showing better performance than other methods in shoulder extension and pelvis height. Combined feedback resulted in better performance compared with its component parts and oral feedback alone. In the combined model, participants viewed both their performance and the expert model, enabling them to see the difference between current and required performance.
Combined feedback may be superior to other forms of feedback in improving movement performance. This effect can be generalized across disciplines that provide instruction and feedback in movement.
视频反馈是提高运动员在具有受伤固有风险的活动中安全性的一种快速方法。在美国足球中提供适当且经过验证的擒抱训练反馈可能是运动员学习安全擒抱表现的一种机制。
确定视频反馈在指导擒抱形式方面的效果。
对照实验室研究。
实验室。
共有 32 名青年足球运动员（28 名男孩，4 名女孩；年龄=11.8±0.8 岁）参加了 1 天的训练。其中，14 名参与者完成了另外 2 天的训练和 48 小时的保持和转移测试。
在实验室环境中使用自我作为模型、专家作为模型、自我和专家模型相结合以及口头反馈来促进安全擒抱表现。
训练块和随时间推移的肩部伸展、颈椎伸展、躯干角度、骨盆高度和步长。
对于 1 天的训练组，观察到时间对肩部伸展（P<0.01）、颈椎伸展（P=0.01）、骨盆高度（P<0.01）和步长（P<0.01）的主要影响，在结合反馈后骨盆高度和步长的表现更好。对于 3 天的训练组，在骨盆高度（P<0.01）和步长（P<0.01）中确定了时间的主要影响，结合反馈在肩部伸展和骨盆高度方面的表现优于其他方法。与自身的组成部分和单独的口头反馈相比，组合反馈的表现更好。在组合模型中，参与者观看了自己的表现和专家模型，使他们能够看到当前和所需表现之间的差异。
与其他形式的反馈相比，组合反馈可能更有利于提高运动表现。这种效果可以推广到提供运动指导和反馈的各个学科。
