Self-Controlled Video Feedback Facilitates the Learning of Tactical Skills in Tennis

Figures & data

Figure 1. Study design.

Figure 2. Percentage of feedback requests per block of 5 trials (error bars represent standard deviations).

Figure 3. TTT score in pretest, posttest and retention test for the SC group and YK group (error bars represent standard deviations).

Figure 4. Self-efficacy in pretest, posttest and retention test for SC group and YK group (error bars represent standard deviations).

Table 1. Multiple regression for difference in TTT score between pretest and posttest (i.e., immediate improvement in practice performance).

	B	β	[95% CI]	p	Adjusted R^2	∆ Adjusted R^2
Step 1					.21 (p = .004)
Constant	.658
Group	−.787	−.498*	[−1.408, −0.165]	.016*
Step 2					.25 (p = .266)	.038 (p = .242)
Constant	−2.042
Group	−.791	−.501*	[−1.424, −0.159]	.017*
Self-efficacy during practice	−.041	−.167	[−0.145, 0.063]	.418
Self-regulative skills	.156	.337	[−.034, 0.345]	.102

Table 2. Multiple regression for difference in TTT score between pretest and retention (i.e., learning).

	B	β	[95% CI]	p	Adjusted R^2	∆ Adjusted R^2
Step 1					.242 (p = .001)
Constant	0.713
Group	−0.766	−0.526*	[−1.327, −0.204]	.010*
Step 2					.247 (p = .657)	.005 (p = .363)
Constant	−.743
Group	−.811	−.557*	[−1.395, −0.227]	.009*
Self-efficacy during practice	−.053	−.231	[−0.149, 0.044]	.267
Self-regulative skills	.102	.239	[−.073, 0.277]	.237