Video Feedback Combined with Verbal Instruction Enhances Motor Skill Acquisition and Positive Thinking in Adolescent Football Learners: A Randomized Controlled Trial

Abstract

Aim: This study examined the effects of video feedback combined with verbal instruction on motor skill acquisition and positive thinking among novice adolescent learners in a school-based physical education programme.

Methods: A randomized controlled trial was conducted with 50 male third-year middle school students (age = 15 ± 0.74 years) randomly assigned to experimental (n = 25) or control (n = 25) groups. Over four weeks, both groups received identical football skill instruction during weekly 120-minute sessions. The experimental group received video feedback demonstrating proper inside-of-the-foot kicking technique (presented at real-time and 50% slow-motion speeds from multiple viewing angles) combined with verbal instruction, while the control group received verbal instruction with live demonstration only. Outcome measures included maximal kicking distance and Soccer Positive Thinking Scale scores assessed at pre-test and post-test.

Results: The experimental group demonstrated significant improvements in kicking distance (mean increase = 6.32 m, 95% CI: 4.64-8.00 m, t₂₄ = 7.77, p < 0.001, Cohen's d = 1.55) and positive thinking scores (mean increase = 0.89 points, 95% CI: 0.06-1.72 points, t₂₄ = 2.20, p = 0.037, Cohen's d = 0.44). The control group exhibited no statistically significant changes in either outcome (kicking: p = 0.054; positive thinking: p = 0.063). Between-group comparison confirmed experimental superiority for motor performance (t₄₈ = 4.89, p < 0.001, Cohen's d = 1.38).

Conclusion: Combined video feedback and verbal instruction substantially enhanced both motor skill acquisition and positive thinking in novice learners during authentic physical education settings. These findings support integrating video-based technologies into school curricula to optimize motor learning outcomes.