Effects of Video-Based Feedback Instruction on Tactical Learning, Interest, and Self-Efficacy in Handball Education

Purpose: This study examines the impact of video use in three different formats: continuous playback without interruption, self-paced control, and feedback-based format, on situational interest, self-efficacy, and the development of tactical knowledge in handball among students in physical education. Methods: Sixty secondary school students, (age 14.47±0.44 years) were divided into three groups of 20 students each, with 10 girls and 10 boys per group: The Continuous Video Group (CVG; n=20), the Video Control Group (CTR; n= 20), and the Video Feedback Group (VFB; n=20). Students viewed a handball video scenario and then completed recall and transfer tests, as well as situational interest and self-efficacy questionnaires. Results: Non-parametric analyses (Mann-Whitney U tests) showed that the Video Control Group had significantly better recall than the Video Continuous (U= 52, P< .001) and Video Feedback groups (U= 71.5, P< .001). For transfer and efficacy tests, both the Control and Feedback groups outperformed the Continuous group (transfer: U=4 7, P< .001; U= 73, P< .001; efficacy: U=118.5, P= .026; U= 110, P= .014). Situational interest was significantly higher in the Continuous group compared to the Feedback group (P= .027), suggesting continuous video exposure elicits greater interest than delayed feedback. Conclusions: These results suggest that, although the continuous reading group demonstrated higher situational interest, their memorization and transfer performance was lower than that of the groups using video control or video feedback. Therefore, video control and video feedback appear to promote both self-efficacy and performance. Therefore, to optimize results, the use of these teaching tools should be progressively structured and adapted to the cognitive abilities of physical education students.