Effective use and implementation of video modeling in a survival swimming course

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Jason A. Suby (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Pamela Kocher Brown

Abstract: This study identified student use and instructor implementation of an online video skills modeling library in a survival swimming course at a United States service academy. The primary aim was to identify best practices in the use and implementation of the video skills library. The secondary aim was to clarify any specific relationships between number of times viewing the video models of graded skills, the time of day viewing the video models leading up to the performance, and the overall performance score of participants on four separate, complex graded skill events. Data from electronic surveys, semi-structured interviews, and student grades were analyzed for the whole group as well as by ability groups. Ability groups were determined by a pre-course, timed 150-yard swim test conducted during summer training prior to beginning the academic program. Based on finishing time, participants were grouped into one of three ability groups: elementary, low, and high. All ability groups received similar instructional cues and were graded on the same skills and rubrics. The most frequent viewers of video modeling performances were elementary, then low, then high participants. Overall performance scores on all four skill tests increased incrementally from elementary to high ability groups. Analysis of combined groups as well as within groups indicated very few significant relationships between performance scores and number of video modeling views. Despite few significant relationships with performance, student ratings of the video model usefulness in their understanding as well as their performance on each of the four skill events remained high amongst all ability groups. Eighty-three percent of students rated the video models’ usefulness in increasing their perceived understanding of skill events “moderately to extremely high” for each of the four skill events, regardless of ability group. Seventy-seven percent also rated the video models’ usefulness in increasing their perceived performance of skill events “moderately to extremely high” for each of the four events, regardless of ability group. Analysis of student participant surveys informed current design quality of the video modeling library as well as how well instructors implemented video modeling into the curriculum. Analysis of instructor participant interviews informed current implementation of video modeling practices within the curriculum, assessment of student learning when using video modeling, and recommendations for future instructor use. The results of this study point towards the complex, yet mutually beneficial, relational intersection of student use and instructor implementation of a video modeling library in this course. The high level of perceived understanding when students watch video models may result in greater in class student engagement and skill development. These findings indicate a need for future research focusing on the effects of video modeling student use and instructor implementation on student engagement. Will using video modeling as an adjunct to in-class instruction pave the way for greater student engagement? Increased student engagement outside of class may lead to additional time for repetitions in class, perhaps affecting student self-efficacy of skills performed in this survival swimming course at this institution.

Additional Information

Language: English
Date: 2019
Modeling, Swimming, Video
Survival swimming $x Study and teaching $x Audio-visual aids
Survival swimming $x Web-based instruction

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