The Effect of Blended Learning New Technologies and Direct Video Feedback on the Long Jump Technique in Primary School Students
Georgios Kyriakidis, Dimitrios Chatzopoulos, Ilias Paraschos, Vassilios Panoutsakopoulos, Iraklis Kollias, Georgios Papaiakovou
Abstract
In this study, three different methods of teaching the long jump were evaluated. One hundred and thirty-one students of fifth and sixth grade (Mage = 11.4 ± 0.47 years) were randomly assigned into three groups. The first intervention group (INT) followed a blended learning approach using interactive learning activity software, the second intervention group (INTVF) followed the same method with an added direct video feedback system and the control group (CON) was taught the traditional approach. A pre-post 2D kinematic analysis of the students’ body segments’ position was conducted. Α two-way mixed ANOVA analysis showed an improvement in all three groups. However, the INTVF group performed significantly better regarding leg joints angles, trunk inclination, and body mass center parameters at take-off, compared to the INT and CON groups. In conclusion, teaching using blended learning, new technologies and direct video feedback seems to support students in developing a more efficient take-off technique in long jump.