ABSTRACT
Video and digital video applications can be highly valuable in facilitating self-regulatory processes during motor skill learning. Self-regulated learning – such as learning with self-controlled video feedback – benefits motor learning and motivational beliefs in laboratory settings. In contrast to an experimenter in a laboratory setting working with individual participants, a PE teacher must distribute attention to numerous students. Providing feedback on students’ demand (i.e., applying self-controlled feedback) is not really feasible. However, a critical advantage of the use of digital video on a tablet or smartphone is that students can record, watch and evaluate performance independently or in small groups, without the need for continuous guidance of the teacher. Indeed, based upon Zimmerman’s (2000) self-regulation of learning model as well as recent empirical evidence on motor skill learning in laboratory situations, the use of digital video application seems promising. Yet, we also call for more research on self-regulation in general – and self-controlled video feedback in particular – to verify that digital video applications do actually fulfill their promise during PE as well.
