Digital video-technology in motor learning: its impact on coach-athlete and teacher-student interaction

Introduction

Striking developments in computer-assisted digital video-technology have offered coaches and teachers new tools to improve motor learning, especially when giving feedback in skill learning. Video footage stored on a lap-top PC and a variety of program features permit that technical issues are displayed and discussed in an efficient and timely manner, thereby improving augmented feedback to the athlete. The Swiss Dart Trainer® software developed for this purpose contains various features: SimulCam offers the possibility to superimpose two movements of one or different athletes, regardless of the movement of the camera, StroMotion displays strobe photography pictures at self-selected time-intervals, MultiPlay permits to view up to four movements simultaneously on split screens. Only few of the responses by renowned coaches expressed on www.dartfish.com go beyond commenting technological features and address aspects how coach-athlete interaction is influenced. Statements such as the following illustrate the reaction of coaches to the use of this new technology: "I have also noticed that some of what I was saying to the athlete was being grossly misunderstood. After viewing video clips together, my gymnast and I are now on the same page and we are improving in our coaching and learning faster than I would have believed possible." So far none of the users have commented in detail how the combination of video files and note-taking using the feature "video clip management" can be used to synchronize movement perception and error detection between the coach and his athlete(s).

Method

In collaboration with Dartfish, the Swiss company that developed the Dart Trainer® system from November 2001 to date the authors have tested this new technology in the field in different sports (athletics, gymnastics, volleyball, cross-country-skiing, canoeing, table-tennis and golf) and on different performance-levels. Using video-observation of athletes and their coaches working with Dart Trainer, interactive communication was documented and analyzed, supplemented by interviews of the interacting partners.

Results

The new technology demands from coaches and athletes to reflect on their subjective theories on coaching and/or instruction, consequently the need for a more dialogue-type communication arises, reducing coach-centered monologue style of instruction and skill training.