The Impact of Video Performance Technology and Peer-to-Peer Learning on Table Tennis Skill Acquisition in Elementary Students

Di Feng¹Victor Cossich^2*Emad Abdelrasoul³Alexandre Monte Campelo²Larry Katz^2*

• ¹Harbin Engineering University, Harbin, China
• ²University of Calgary Faculty of Kinesiology, Calgary, Canada
• ³Benha University Faculty of Physical Education, Banha, Egypt

Abstract Introduction: Peer-to-peer (P2P) learning promotes collaboration, critical thinking, and active student participation, with recognized benefits in classroom settings. However, its integration into physical education (PE), particularly in combination with video performance technology – tools for learners to record and evaluate motor skills through structured video feedback – remains underexplored. Multimedia tools like video feedback have shown promise in enhancing motor skill acquisition, but their effectiveness in PE environments is not yet fully understood. Thus, we aimed to evaluate the impact of combining video performance technology with P2P learning on the table tennis skills. Methods: A quasi-randomized control trial was conducted with 73 Grade 6 students from four PE classes. Participants were divided into four groups: Instruction Sheets Group, iPad Camera Group, Instructed Video Group (using the Move Improve® app), and a Traditional Learning Group. Over two weeks, all groups completed seven 45-minute table tennis sessions focusing on grip, stance, forehand, and backhand strokes. Pre-and post-assessments were conducted, and a mixed-design ANOVA was used to evaluate performance improvements across groups. Results: All groups demonstrated significant skill improvements. The Instructed Video Group and Traditional Learning Group showed the greatest skill improvements. The Move Improve® app, which provides structured video demonstrations and guided peer feedback, helped students effectively analyze and refine their movements. Conclusions: Integrating video technology with P2P learning can match the effectiveness of expert-led instruction and provides additional benefits such as improved engagement and self-assessment. These findings support the broader use of multimedia tools to enhance skill development in PE, especially where expert instruction is limited.