Efficiency of teaching biomechanical assessment via video observation and verbal feedback

The purpose of this study was to test the efficiency of motor skill assessment that incorporates viewing video recordings of individuals performing motor skills. Cognitive assessment measures included static analysis, dynamic analysis, direction/angle analysis, body relationship analysis, and physics analysis. Sixteen participants, 10 males and 6 females, with a mean age of 23.3 (20-37) years comprised the sample. All participants were enrolled in the University of North Carolina at Greensboro's Beginning Bowling course and volunteered to participate in the study. The s were randomly placed into one of two groups: experimental and control. Participants in the experimental group received 6 lessons of biomechanical instruction which included viewing 2 male, professional, performers demonstrating a bowling strike as well as verbal feedback on participants' questions. Pre-test scores using a 2 x 2 repeated measures analysis of variance (ANOVA) found no significant difference within or between the experimental and control groups. A total of three separate 2 x 2 ANOVAs were used in this study, one for each of the following factors; differences in improvement between groups in accuracy in assessment, the presence of gender bias between groups in assessment of motor skills, and differences in accuracy between groups within the five sub-scaled biomechanical components. A total of three separate 1-way ANOVAs were also used in this study, one for each of these factors to determine if both groups were initially equivalent within each of the above listed factors. The experimental group (M= 20.5, SD= 3.02) did show a significant difference (F1,14 = 4.89, p <.05) between the control group (M= 17.88, SD= 1.46) over time when assessing the female performer however, the experimental group (M= 17.13, SD= 2.36) did not show a significant difference (F1,14 = 2.16) between the control group (M= 15.13, SD= 3.04) when post-tested using the male performer. The experimental group maintained a consistent discrepancy score (M=4.125 on pre-test SD 3.356, M=4.125 on post-test 1.885) whereas the control group's discrepancy (M=3.750, SD= 2.251 on pre-test, M=4.000, SD 1.690) actually increased. When testing the sub-scales, there were no significant differences between groups during the pre-test (F1,14 = .069) or between groups over time (F1,14 = .019) when p <. 05. post-test data showed a significant difference (p <.05) between the experimental (M= 5.13) and the control group's (M=4.88) accuracy of body relationship analyses when assessing a female performer. Post-test data revealed a significant difference (p. <.05) between the experimental (M=3.75) and the control group's (M= 2.75) accuracy of physics analyses when assessing a male performer. The results of the data analyses show a significant difference in improvement between groups over time when assessing a female performer. As for the male performer, the results did show a significant improvement for both the experimental and control group over time but did not show a significant difference between groups over time. The results of the data analyses show no significant difference over time or between groups when examining subjects' perception of performance based on the performer's gender. While it may be beneficial to include biomechanical analysis as part of a curriculum within physical education, instruction of such may have more influence if 2 performers of different genders are utilized for skill demonstration.