Improving peer feedback dynamics in motor learning through video observation: from descriptive to prescriptive feedback

Hiba Abdelkafi¹Ahmed Ghorbel^2,3Mohamed Yaakoubi^2,3Mohammed Issa Alsaeed^4*Mohamed Moncef Kammoun⁵Adnene Gharbi^2,5Omar Trabelsi^1,2,3*

• ¹Department of Education Sciences, The High Institute of Applied Studies in Humanities of Mahdia, Universi-ty of Monastir, Mahdi, Tunisia
• ²Research Unit: Physical Activity, Sport and Health, UR18JS01, National Observatory of Sport, Tunis, Tunisia
• ³The High Institute of Sport and Physical Education, University of Jendouba, Kef, Tunisia
• ⁴Department of Biomechanics & Motor Behavior, College of Sport Science & Physical Activity, King Saud Uni-versity, Riyadh, Saudi Arabia
• ⁵The High Institute of Sport and Physical Education, University of Sfax, Sfax, Tunisia

Background: Video technology facilitates feedback provision in sport pedagogy, benefiting both teacher/coach and peer feedback. Most studies focus on attributing learning gains to video-based peer feedback, but none examine how the dynamics of feedback itself change to mediate the effects of video observation (VO) on learning outcomes. Objectives: This study compares the frequency, type, and accuracy of peer feedback based on direct observation (DO) and VO in a long jump learning context. Methods: Forty-one sports science students (Mage = 20.13 ± 0.71) participated in a four-session long jump learning unit. Thereafter, they were paired at their convenience for the experimental procedures: one performed a jump while the other observed. Observers first provided 30 seconds of verbal feedback based on DO, followed by another 30 seconds after viewing a video recording of the jump (VO). Roles were then switched. Audio-recordings were transcribed and analyzed for overall feedback frequency. Feedback instances were classified as descriptive or prescriptive, with prescriptive feedback assessed for accuracy. Comparisons were conducted using the Wilcoxon signed-rank test for paired samples. Results: VO significantly increased the overall frequency of feedback (median: 5 vs. 3, mean: 5.3 vs. 2.9, p < 0.001) and prescriptive feedback (median: 3 vs. 1, mean: 2.9 vs. 0.7, p < 0.001), while descriptive feedback significantly decreased (median: 2 vs. 2, mean: 2 vs. 1.5, p = 0.009). Moreover, the accuracy of prescriptive feedback was significantly higher based on VO (median: 100% vs. 50%, mean: 89.5% vs. 38.9%, p = 0.002). Conclusions: These findings help explain the well-documented effects of video-based peer feedback in sport pedagogy. VO empowers learners to engage more socially and focus more on providing prescriptive and accurate feedback, as the video itself provides descriptive information to the performer and a more detailed, controlled observation for the observer.