Effect Of Video Feedback Model Type In Youth Athletes Performing An American Football Tackle

PURPOSE: Video feedback is an expeditious method to improve athlete safety when performing activities with an inherent risk of injury. The objective of is this study is to determine the effect of video feedback in the instruction of tackling form. Providing appropriate and validated feedback during tackling training in North American football may be a method for athletes to learn safe tackling performance. METHODS: This study utilizes video feedback using self as model, expert as model, combined self and expert model, and verbal feedback to promote safe tackling performance in a lab environment. Thirty-two youth football athletes participated in a 1-day training. Of those, fourteen participants completed two additional days of training and a 48-hour retention and transfer test. SUMMARY OF RESULTS: For 1-day training, main effects of group were seen for pelvis height(p = .02, df = 3, F3,28 = 3.87). Post hoc LSD found better performance in combined (67% +/-11%) vs expert (p < .01, 83% ±15%) and combined (67% ±11%) vs verbal (p = .01, 81% ± 6%). Main effects of group were seen for step length (p = .02, df = 3, F3,28 = 4.06). Post hoc LSD found better performance for self (82% ± 26%) vs verbal (p = .02, 102% ± 30%), and combined (63% ± 15%) vs verbal (p < .01,102% ± 30%). For the 3-day training group, main effects of group were identified in shoulder extension (p < .01, df = 3, F3,10 = 6.663). Post-hoc LSD testing found better performance from combined (49° ± 5°) vs self (35° ± 11°, p = .01) and combined (49° ± 5°) vs verbal (27° ± 6°, p = .02).Main effects of group were identified in pelvis height (p = .05, df = 3, F3,10 = 5.466). Post-hoc LSD testing found better performance in combined (75% ± 6%) vs self (81% ± 2% p = .05), combined (75% ± 6%) vs expert (80% ± 9%, p = .02), and combined (75% ± 6%) vs verbal (80% ± 4%, p = .03). CONCLUSION: Combined feedback video resulted in better performance compared to its component parts and verbal feedback alone. In the combined group, participants were able to see both their performance and the expert model allowing the participants to visually see the difference between required and current performance. These outcomes indicate combined feedback may be superior to other forms of feedback in improving movement performance. This effect can be generalized across disciplines that provide instruction and feedback in movement.