The effectiveness of self-controlled video feedback in improving the teaching of track and field sports in physical education teachers from Chinese universities

Abstract

This study aimed to explore the effectiveness of self-controlled video feedback in improving the teaching of track and field sports among physical education teachers at Chinese universities. A cross-sectional survey was conducted with 144 Chinese track and field teachers. The data was collected using a researcher-made online survey questionnaire for this research. This questionnaire used a five-point Likert scale to assess the impact of self-controlled video feedback on teaching and student performance. Data were analyzed using factor analysis, ANOVA and regression to evaluate the relationship between self-controlled video feedback, teacher effectiveness, and student outcomes. The findings revealed that self-controlled video feedback significantly improved the teaching effectiveness of Chinese track and field teachers, which was closely associated with increased proactivity among both teachers and students in evaluating physical education performance. Additionally, the use of this method was linked to improvements in motor skills and performance among students. However, the role of teachers in using this method to enhance student performance was not found to be significant. These discrepancies could be attributed to factors such as low digital competence among teachers and inadequate student involvement. The study highlights the need for further policies and training to address these challenges, ensuring more effective use of self-controlled video feedback in Chinese track and field teaching.