Video Modeling on Shot-Put Acquisition

NCT07849504 | Completed DMC

• 1 other identifier: NJ_MB_Video_Modeling
• Study Type: interventional
• Target: 176
• Locations: 1 country
• Sites: 1

Brief Summary

Video modeling is widely used in motor skill instruction, yet its optimal modality and timing within a session remain unclear, particularly for complex athletic tasks. This study compared three video feedback modalities, including video self-modeling, video expert-modeling, and peer-to-peer learning video, administered at three session phases (warm-up, during the learning session, and after the learning session) on shot-put learning outcomes in novice university students. Sport science students aged 19-25 years were assigned to nine experimental groups and one control group in a 3 × 3 between-subjects factorial randomized controlled trial over nine weeks. Physical performance, technical score, selective attention, and episodic memory were assessed at three time points: the predictive session test (week 1), formative session test (week 5), and summative session test (week 9).

Conditions

Motor Learning; Physical Activities; Video Modeling

Keywords

Video Technology; Physical Education; Sport Science Students; Motor Skill Learning; Shot-Put; Video Modeling; Motor Learning

Outcome Measures

Primary Outcomes (3)

• Shot-put throwing distance (m)

  The distance of the shot-put throw, measured in meters. The best performance across three trials at each assessment was used for analysis

  Week 1, Week 5, and Week 9

• Shot-put technical execution score

  Technical execution was assessed by two independent raters using a standardized evaluation grid covering five phases of the throw: preparation, push, inclination, extension, and follow-through. Each phase was rated on a three-point scale (1 = not achieved, 2 = partially achieved, 3 = fully achieved), yielding a total score ranging from 5 to 15 points. The mean score across the three trials at each assessment was used for analysis

  Week 1, Week 5, and Week 9

• Shot-put release velocity (m/s)

  Shot release velocity, expressed in m/s, was determined from video recordings using Kinovea motion analysis software

  Week 1, Week 5, and Week 9

Secondary Outcomes (3)

• Go/No-Go response time (ms)

  Week 1, Week 5, and Week 9

• Go/No-Go inhibitory control accuracy (%)

  Week 1, Week 5, and Week 9

• d2 attention test performance

  Week 1, Week 5, and Week 9

Study Arms (10)

Peer-to-peer learning video group during warm-up

EXPERIMENTAL

Student pairs analyzed their own recorded videos during the warm-up in each learning session over 9 weeks.

Behavioral: Peer-to-peer learning video

Video expert modeling group during warm-up

EXPERIMENTAL

Each student viewed an expert-modeling video for 5 minutes during the warm-up phase in each learning session over 9 weeks.

Behavioral: Video expert Modeling

Video self-modeling group during warm-up

EXPERIMENTAL

Each student viewed their own video for 5 minutes during the warm-up phase in each learning session over 9 weeks.

Behavioral: Video self-modeling

Peer-to-peer learning video group during learning

EXPERIMENTAL

Student pairs analyzed their own recorded videos during the learning phase in each session over 9 weeks.

Behavioral: Peer-to-peer learning video

Video expert modeling group during learning

EXPERIMENTAL

Each student viewed an expert-modeling video for 5 minutes during the learning phase in each session over 9 weeks.

Behavioral: Video expert Modeling

Video self-modeling group during learning

EXPERIMENTAL

Each student viewed their own video for 5 minutes during the learning phase in each session over 9 weeks.

Behavioral: Video self-modeling

Peer-to-peer learning video group after learning

EXPERIMENTAL

Student pairs analyzed their own recorded videos after the learning phase in each session over 9 weeks.

Behavioral: Peer-to-peer learning video

Video expert modeling group after learning

EXPERIMENTAL

Each student viewed an expert-modeling video for 5 minutes after the learning phase in each session over 9 weeks.

Behavioral: Video expert Modeling

Video self-modeling group after learning

EXPERIMENTAL

Each student viewed their own video for 5 minutes after the learning phase in each session over 9 weeks.

Behavioral: Video self-modeling

Control group

ACTIVE COMPARATOR

Participants in the control group maintained their normal learning activities in physical education.

Behavioral: Control group

Interventions

Video expert Modeling BEHAVIORAL

Students watched a video demonstration of the shot put by an expert during 5-min, at a time that differed according to the condition: during warm-up phase (post-warm-up transition interval), during the session (the final shot-put simulation exercise), or after the learning session (the cool-down phase).

Video expert modeling group after learning; Video expert modeling group during learning; Video expert modeling group during warm-up

Video self-modeling BEHAVIORAL

Student pairs analyzed their own recorded videos for 5 minutes at a time that differed according to the condition: during the warm-up phase in each learning session (post-warm-up transition interval), during the learning session (the final shot-put simulation exercise), or after the learning session (the cool-down phase).

Video self-modeling group after learning; Video self-modeling group during learning; Video self-modeling group during warm-up

Peer-to-peer learning video BEHAVIORAL

Student pairs analyzed their own recorded videos for 5 minutes at a time that differed according to the condition: during the warm-up phase in each learning session (post-warm-up transition interval), during the learning session (the final shot-put simulation exercise), or after the learning session (the cool-down phase).

Peer-to-peer learning video group after learning; Peer-to-peer learning video group during learning; Peer-to-peer learning video group during warm-up

Control group BEHAVIORAL

The same shot-put learning program was implemented without the use of video-based learning.

Control group

Eligibility Criteria

• Age: 19 Years - 25 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64)

You may qualify if:

• Aged 19-25 years.
• Enrolled as a sport science student.
• No prior competitive experience in shot put.
• Regularly engaged in sports practice for approximately 6 hours per week.

You may not qualify if:

• History of musculoskeletal injury affecting upper-limb or trunk function
• Sustaining a neuromuscular or sensorimotor injury during the experimental protocol
• Absence from more than two learning sessions.

Sponsors & Collaborators

• High Institute of Sports and Physical Education of Kef: lead

Study Sites (1)

Nejmeddine Ouerghi

El Kef, Boulifa, 7100, Tunisia

Location

MeSH Terms

Conditions

Motor Activity

Interventions

Control Groups

Condition Hierarchy (Ancestors)

Behavior

Intervention Hierarchy (Ancestors)

Epidemiologic Research Design; Epidemiologic Methods; Investigative Techniques; Research Design; Methods

Study Officials

• Nejmeddine Ouerghi

  Research Unit "Sport Sciences, Health and Movement"(UR22JS01) High Institute of Sport and Physical Education of Kef, University of Jendouba, 7100 Kef, Tunisia.

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Principal Investigator

Study Record Dates

• First Submitted: September 22, 2026
• First Posted: September 30, 2026
• Study Start: April 1, 2026
• Primary Completion: June 17, 2026
• Study Completion: June 17, 2026
• Last Updated: September 30, 2026

Record last verified: 2026-09

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)