The importance of video-feedback and instruction

In a study that involves the apprenticeship of a sport technical skill – fosbury flop – in Physical Education lessons, where 8 year pupils (164) of a primary school, divided into two groups of 82 participated, it is concluded that the results achieved by the two groups differed. The group with the better result is the one which used video, as a transmitter of feedback. Before the beginning of the teaching unit some pre-tests on motive performance and cognitive knowledge of the fosbury flop were done. During the process, teaching/learning of all the capacities relating to autoperception, feedback perception and information perception transmitted by the teacher was evaluated. At the end, some póst-tests on motive performance and cognitive knowledge were done and some elements concerning the pupils’ satisfaction in relation with the lessons set taught. It was verified that the video-feedback influences largely the pupils’ learning (cognitive and motive) and amplifies their capacity of autoperception. That influence decreases when the video is only used to transmit instruction. Moreover, relevant differences between the two groups concerning the perception capacity of the feedback, information and satisfaction with the lessons were not verified.