Acta Gymnica 2020, 50(3):93-104 | DOI: 10.5507/ag.2020.014

Enhancing female adolescents' engagement in Physical Education classes through video-based peer feedback

Omar Trabelsi1, Adnene Gharbi1, Liwa Masmoudi1, Maher Mrayeh2
1 High Institute of Sports and Physical Education, University of Sfax, Sfax, Tunisia
2 High Institute of Sports and Physical Education of Ksar Said, University of Manouba, Manouba, Tunisia

Background: Although studies on adolescent girls' disengagement in Physical Education (PE) abound in the literature, most of all investigated root causes only, while few took the initiative to address the inherent issue.

Objective: This study primarily aimed at investigating the impact of peer-to-peer feedback interactions on female adolescents' engagement in PE classes, in addition to assessing the potential of video technology in the enhancement of this experience.

Methods: A total of 47 Tunisian female students, aged 17 to 18 years, took part in a six-week experiment, during which they went through different long jump learning conditions. A comparative methodology was implemented, involving two experimental conditions including a vision-based feedback group (VsFG; n = 15) and a video-based feedback group (VdFG; n = 12), as well as a control group (CG; n = 20). Data was collected using motor performance tests, a custom-designed theoretical knowledge test, feedback provision rates, motivation and feeling scales, questionnaires, and interviews.

Results: Data analysis revealed that the video-based peer feedback approach was more efficient in terms of its ability in enhancing the studied population's engagement in the learning process during PE classes. Indeed, the positive effects of vision-based peer feedback interactions were observed only on female students' emotional engagement (CG < VsFG, p < .001), whereas the video-based peer feedback interactions were potent enough to enhance female students' motor (CG < VdFG, p = .019), cognitive (CG < VdFG, p = .002), emotional (CG < VdFG, p < .001) and socio-interactional (VsFG < VdFG, p < .001) engagement in PE classes.

Conclusions: The findings of this study concluded that peer-to-peer feedback interactions during PE classes were inefficient without the mediation role of the video technology.

Keywords: teaching/learning strategies, pedagogical issues, cooperative/collaborative learning, improving classroom teaching

Received: July 5, 2020; Revised: October 16, 2020; Accepted: October 17, 2020; Prepublished online: November 6, 2020; Published: December 1, 2020  Show citation

ACS AIP APA ASA Harvard Chicago IEEE ISO690 MLA NLM Turabian Vancouver
Trabelsi, O., Gharbi, A., Masmoudi, L., & Mrayeh, M. (2020). Enhancing female adolescents' engagement in Physical Education classes through video-based peer feedback. Acta Gymnica, 50(3), 93-104. doi: 10.5507/ag.2020.014
Download citation
  • BibTeX (.bib)
  • Bookends (.ris)
  • EasyBib (.ris)
  • EndNote (.enw)
  • EndNote 8 (.xml)
  • ISI WoS (.isi)
  • Medlars (.medlars)
  • Mendeley (.ris)
  • MODS (.xml)
  • Papers (.ris)
  • RefWorks (.txt)
  • RefManager (.ris)
  • RIS (.ris)
  • MS Word (.xml)
  • Zotero (.ris)
    • Open full article

    References

    1. Aljadeff-Abergel, E., Peterson, S. M., Wiskirchen, R. R., Hagen, K. K., & Cole, M. L. (2017). Evaluating the temporal location of feedback: Providing feedback following performance vs. prior to performance. Journal of Organizational Behavior Management, 37, 171-195. Go to original source...
    2. Amade-Escot, C. (2016). How gender order is enacted in physical education: The French didactique research approach. In G. Doll-Tepper, K. Koenen, & R. Bailey (Eds.), Sport, education and social policy (pp. 82-99). Abingdon, United Kingdom: Routledge. Go to original source...
    3. Askew, S., & Carnell, E. (1998). Transforming learning: Individual and global change. London, United Kingdom: A&C Black.
    4. Askew, S. (Ed.). (2004). Feedback for learning. London, United Kingdom: RoutledgeFalmer. Go to original source...
    5. BenitezSantiago, A., & Miltenberger, R. G. (2016). Using video feedback to improve martial arts performance. Behavioral Interventions, 31, 12-27. Go to original source...
    6. Carless, D. (2013). Trust and its role in facilitating dialogic feedback. In D. Boud & E. Molloy (Eds.), Feedback in higher and professional education: Understanding it and doing it well (pp. 90-103). Abingdon, United Kingdom: Routledge.
    7. Carr, G. (1999). Fundamentals of track and field (2nd ed.). Champaign, IL: Human Kinetics.
    8. Carr, S. E., Brand, G., Wei, L., Wright, H., Nicol, P., Metcalfe, H., … Foley, L. (2016). "Helping someone with a skill sharpens it in your own mind": A mixed method study exploring health professions students experiences of Peer Assisted Learning (PAL). BMC Medical Education, 16, 48. Go to original source... Go to PubMed...
    9. Carr, W. D., Volberding, J., & Vardiman, P. (2011). A peer-assisted learning program and its effect on student skill demonstration. Athletic Training Education Journal, 6, 129-135. Go to original source...
    10. Casey, A., & Jones, B. (2011). Using digital technology to enhance student engagement in physical education. Asia-Pacific Journal of Health, Sport and Physical Education, 2, 51-66. Go to original source...
    11. Crook, A., Mauchline, A., Maw, S., Lawson, C., Drinkwater, R., Lundqvist, K., … Park, J. (2012). The use of video technology for providing feedback to students: Can it enhance the feedback experience for staff and students? Computers & Education, 58, 386-396. Go to original source...
    12. Crosswhite, J. J., Wilde, K., & Vescio, J. A. (2003). The relevance of sporting role models in the lives of adolescent girls. ACHPER Australia Healthy Lifestyles Journal, 50(3-4), 31-34.
    13. Daniels, H. (2016). Vygotsky and pedagogy. London, United Kingdom: Routledge. Go to original source...
    14. Dawson, P., van der Meer, J., Skalicky, J., & Cowley, K. (2014). On the effectiveness of supplemental instruction: A systematic review of supplemental instruction and peer-assisted study sessions literature between 2001 and 2010. Review of Educational Research, 84, 609-639. Go to original source...
    15. Gielen, S., Peeters, E., Dochy, F., Onghena, P., & Struyven, K. (2010). Improving the effectiveness of peer feedback for learning. Learning and Instruction, 20, 304-315. Go to original source...
    16. Gielen, S., Tops, L., Dochy, F., Onghena, P., & Smeets, S. (2010). A comparative study of peer and teacher feedbackand of various peer feedback forms in a secondary school writing curriculum. British Educational Research Journal, 36, 143-162. Go to original source...
    17. Goodyear, V. A., Casey, A., & Kirk, D. (2014). Hiding behind the camera: Social learning within the cooperative learning model to engage girls in physical education. Sport, Education and Society, 19, 712-734. Go to original source...
    18. Grycowski, A. J. (2019). An investigation of the effects of peer feedback on cognitive understanding during game play situations in a 7th grade volleyball unit (Master's thesis). University of Wisconsin-Whitewater, Whitewater, WI.
    19. Guay, F., Vallerand, R. J., & Blanchard, C. (2000). On the assessment of situational intrinsic and extrinsic motivation: The Situational Motivation Scale (SIMS). Motivation and Emotion, 24, 175-213. Go to original source...
    20. Guthrie, M. (2003). Coaching track & field successfully. Champaign, IL: Human Kinetics.
    21. Hanrahan, S. J., & Isaacs, G. (2001). Assessing self- and peer-assessment: The students' views. Higher Education Research & Development, 20, 53-70. Go to original source...
    22. Hardy, C. J., & Rejeski, W. J. (1989). Not what, but how one feels: The measurement of affect during exercise. Journal of Sport and Exercise Psychology, 11, 304-317. Go to original source...
    23. Hermassi, S., Sellami, M., Bouhafs, E. G., Schwesig, R., & De Giorgio, A. (2019). Effect of verbal instruction on motor learning ability of anaerobic and explosive exercises in physical education university students. Frontiers in Psychology, 10, 2097. Go to original source... Go to PubMed...
    24. Hortigüela Alcalá, D., Palacios Picos, A., & López Pastor, V. (2019). The impact of formative and shared or co-assessment on the acquisition of transversal competences in higher education. Assessment & Evaluation in Higher Education, 44, 933-945. Go to original source...
    25. Hsia, L.-H., Huang, I., & Hwang, G.-J. (2016). Effects of different online peer-feedback approaches on students' performance skills, motivation and self-efficacy in a dance course. Computers & Education, 96, 55-71. Go to original source...
    26. Huisman, B., Saab, N., van den Broek, P., & van Driel, J. (2019). The impact of formative peer feedback on higher education students' academic writing: A meta-analysis. Assessment & Evaluation in Higher Education, 44, 863-880. Go to original source...
    27. Hung, S.-T. A. (2016). Enhancing feedback provision through multimodal video technology. Computers & Education, 98, 90-101. Go to original source...
    28. Hunukumbure, A. D., Smith, S. F., & Das, S. (2017). Holistic feedback approach with video and peer discussion under teacher supervision. BMC Medical Education, 17, 179. Go to original source... Go to PubMed...
    29. Kim, S., & Arbel, Y. (2019). Immediate and delayed auditory feedback in declarative learning: An examination of the feedback related event related potentials. Neuropsychologia, 129, 255-262. Go to original source... Go to PubMed...
    30. Kretschmann, R. (2017). Employing tablet technology for video feedback in physical education swimming class. Journal of E-Learning and Knowledge Society, 13, 103-115.
    31. Lafont, L. (2012). Cooperative learning and tutoring in sports and physical activities. In B. Dyson & A. Casey (Eds.), Cooperative learning in physical education: A research based approach (pp. 136-149). Abingdon, United Kingdom: Routledge.
    32. Luck, S. J., & Vogel, E. K. (1997). The capacity of visual working memory for features and conjunctions. Nature, 390, 279-281. Go to original source... Go to PubMed...
    33. Maxwell, J., Masters, R., & Eves, F. (2003). The role of working memory in motor learning and performance. Consciousness and Cognition, 12, 376-402. Go to original source... Go to PubMed...
    34. Merian, T., & Baumberger, B. (2007). Le feedback vidéo en éducation physique scolaire [Video feedback in school physical education]. Staps, 76, 107-120. Go to original source...
    35. Mikaelsson, K., Rutberg, S., Lindqvist, A.-K., & Michaelson, P. (2020). Physically inactive adolescents' experiences of engaging in physical activity. European Journal of Physiotherapy, 22, 191-196. Go to original source...
    36. Owen, M. B., Curry, W. B., Kerner, C., Newson, L., & Fairclough, S. J. (2017). The effectiveness of school-based physical activity interventions for adolescent girls: A systematic review and meta-analysis. Preventive Medicine, 105, 237-249. Go to original source... Go to PubMed...
    37. Palao, J. M., Hastie, P. A., Cruz, P. G., & Ortega, E. (2015). The impact of video technology on student performance in physical education. Technology, Pedagogy and Education, 24, 51-63. Go to original source...
    38. Pearson, N., Braithwaite, R., & Biddle, S. J. (2015). The effectiveness of interventions to increase physical activityamong adolescent girls: A meta-analysis. Academic Pediatrics, 15, 9-18. Go to original source... Go to PubMed...
    39. Perrenoud, P. (2012). L'organisation du travail, clé de toute pédagogie différenciée [Work organisation, key to every differentiated pedagogy]. Paris, France: ESF. Go to original source...
    40. Potdevin, F., Vors, O., Huchez, A., Lamour, M., Davids, K., & Schnitzler, C. (2018). How can video feedback be used in physical education to support novice learning in gymnastics? Effects on motor learning, self-assessment and motivation. Physical Education and Sport Pedagogy, 23, 559-574. Go to original source...
    41. Van Gennip, N. A., Segers, M. S., & Tillema, H. H. (2010). Peer assessment as a collaborative learning activity: The role of interpersonal variables and conceptions. Learning and Instruction, 20, 280-290. Go to original source...
    42. Vaughn, C. J., Kim, E., O'Sullivan, P., Huang, E., Lin, M. Y., Wyles, S., … Chern, H. (2016). Peer video review and feedback improve performance in basic surgical skills. American Journal of Surgery, 211, 355-360. Go to original source... Go to PubMed...
    43. Vazou, S., Ntoumanis, N., & Duda, J. L. (2005). Peer motivational climate in youth sport: A qualitative inquiry. Psychology of Sport and Exercise, 6, 497-516. Go to original source...
    44. Ward, P., & Lee, M.-A. (2005). Peer-assisted learning in physical education: A review of theory and research. Journal of Teaching in Physical Education, 24, 205-225. Go to original source...

    This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY 4.0), which permits use, distribution, and reproduction in any medium, provided the original publication is properly cited. No use, distribution or reproduction is permitted which does not comply with these terms.


    Return to the content