ArticleFrontiers in psychology2025
The effect of video observation on the frequency, type, and accuracy of peer feedback in a long jump learning context.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- Self-video modeling combined with self-feedback in youth sport: an opinion on cognitive load, attention, and learning design.Frontiers in psychology · 2026Article
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Authors and funding
7 authors.
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Abstract
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 ( Results: Video observation significantly increased the overall frequency of feedback (median: 5 vs. 3, mean: 5.3 vs. 2.9, Conclusion: 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.
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