Motorisches Lernen mit digitalen Medien im Sportunterricht – Ein digitalbasiertes methodisches Unterrichtskonzept zur Implementierung visuellen Feedbacks

Extensive extracurricular findings regarding the use of video analyses for the promotion of motor learning are contrasted by a limited number of studies on the implementation of video analyses in school teaching practice. As a consequence, methodological concepts for teaching practice are still lacking even though progress in digitization is also common in the education sector and has been anchored in the education plans at curricular level. Against this background, a digital-based teaching concept was developed and examined in physical education using a closed athletics skill (shot put).

Three intervention groups, a visual feedback group (IG1: n = 32), a verbal feedback group (IG2: n = 31), as well as a self-organized learning group (IG3: n = 32) received variations of the methodological approach for four weeks. Technique and width were assessed in pretest (week 0), posttest (week 4), and retention test (week 11).

The methodological concept was able to sustainably improve the movement quantity (distance) for all variants (Huynh-Feld F _{(1.838, 169.110)} = 73.132, p < 0.001, partial η² = 0.44). The quality of movement (technique) also improved for all variants, though post-hoc tests by Games-Howell revealed that IG1 (p = 0.036) and IG2 (p = 0.005) performed better than the IG3. The retention test also indicates significant differences between the groups (F _{(2, 92)} = 3.45, p = 0.036). However, post-hoc tests by Tukey only revealed advantages in favor of IG1 (p = 0.027).

The results indicate the suitability of the methodological concept for teaching practice in different variants and thus expand the methodological repertoire for teaching physical education with digital media. Furthermore, the results underline the added value of externally controlled feedback in the context of motor learning, but at the same time also provide indications of how and under which conditions self-organized learning can be effectively implemented in teaching practice.