The effects of video feedback on students’ situational interest in gymnastics

References

• Ainley, M., & Ainley, J. (2011). Student engagement with science in early adolescence: The contribution of enjoyment to students’ continuing interest in learning about science. Contemporary Educational Psychology, 36, 4–12.
   Web of Science ®Google Scholar
• Banville, D., & Polifko, M. F. (2009). Using digital video recorders in physical education. Journal of Physical Education, Recreation & Dance, 80, 17–21.
   Google Scholar
• Baudry, L., Leroy, D., & Chollet, D. (2006). The effect of combined self- and expert-modeling on the performance of the double leg circle on the pommel horse. Journal of Sport Science, 24, 1055–1063.
   PubMed Web of Science ®Google Scholar
• Casey, A., Goodyear, V. A., & Armour, K. M. (2017). Digital technologies and learning in physical education. New York, NY: Routledge.
   Google Scholar
• Casey, A., & Jones, B. (2011). Using digital technology to enhance student engagement in physical education. Asia-Pacific Journal of Health, Sport and Physical Education, 2(2), 51–66.
   Google Scholar
• Chen, A., & Darst, P. W. (2001). Situational interest in physical education: A function of learning task design. Research Quarterly for Exercise and Sport, 72, 150–164.
   PubMed Web of Science ®Google Scholar
• Chen, S., Sun, H., Zhu, X., & Chen, A. (2014). Relationship between motivation and learning in physical education and after-school physical activity. Research Quarterly for Exercise and Sport, 85, 468–477.
   PubMed Web of Science ®Google Scholar
• Crook, A., Mauchline, A., Maw, S., Lawson, C., Drinkwater, R., Lundqvist, K., … Park, J. (2012). The use of video technology for providing feedback to students: Can it enhance the feedback experience for staff and students? Computers & Education, 58, 386–396.
   Web of Science ®Google Scholar
• Dania, A., Hatziharistos, D., Koutsouba, M., & Tyrovola, V. (2011). The use of technology in movement and dance education: Recent practices and future perspectives. Procedia – Social and Behavioral Sciences, 15, 3355–3361.
   Google Scholar
• d’Arripe-Longueville, F., Gernigon, C., Huet, M.-L., Cadopi, M., & Winnykamen, F. (2002). Peer tutoring in a physical education setting: Influence of tutor skill level on novice learners’ motivation and performance. Journal of Teaching in Physical Education, 22, 105–123.
   Web of Science ®Google Scholar
• Diseth, A., & Martinsen, O. (2003). Approaches to learning, cognitive style, and motives as predictors of academic achievement. Educational Psychology, 23, 195–207.
   Google Scholar
• Engin, M., & Donanci, S. (2015). Dialogic teaching and iPads in the EAP classroom. Computers & Education, 88, 268–279.
   Web of Science ®Google Scholar
• Fleischer, H. (2012). What is our current understanding of one-to-one computer projects: A systematic narrative research review. Educational Research Review, 7, 107–122.
   Web of Science ®Google Scholar
• Fullan, M. (2013). Stratosphere: Integrating technology, pedagogy, and change knowledge. Toronto: Pearson.
   Google Scholar
• Gao, Z., Hannon, J., Newton, M., & Huang, C. (2011). Effects of curricular activity on students' situational motivation and physical activity levels. Research Quarterly for Exercise and Sport, 82, 536-544.
   PubMed Web of Science ®Google Scholar
• Godeau, E., Navarro, F., & Arnaud, C. (2012). La santé des collégiens en France/2010. Données françaises de l’enquête internationale health behaviour in school-aged children (HBSC). Saint-Denis: Inpes, coll. Études santé.
   Google Scholar
• Goodyear, V.-A., Casey, A., & Kirk, D. (2014). Hiding behind the camera: Social learning within the cooperative learning model to engage girls in physical education. Sport, Education and Society, 19, 712–734.
   Web of Science ®Google Scholar
• Greenhow, C., & Lewin, C. (2016). Social media and education: Reconceptualizing the boundaries of formal and informal learning. Learning, Media and Technology, 41(4), 6–30.
   Web of Science ®Google Scholar
• Harris, F. (2009). Visual technology in physical education using Dartfish video analysis to enhance learning: An overview of the Dartfish project in New Brunswick. Physical & Health Education Journal, 74(4), 24–25.
   Google Scholar
• Harvey, S., & Gittins, C. (2014). Effects of integrating video-based feedback into a teaching games for understanding soccer unit. Agora for Physical Education and Sport, 16, 271–290.
   Google Scholar
• Hsia, L.-H., Huang, I., & Hwang, G.-J. (2016). Effects of different online peer-feedback approaches on students’ performance skills, motivation and self-efficacy in a dance course. Computers & Education, 96, 55–71.
   Web of Science ®Google Scholar
• Jaakkola, T., Wang, J., Soini, M., & Liukkonen, J. (2015). Students’ perceptions of motivational climate and enjoyment in Finnish physical education: A latent profile analysis. Journal of Sports Science and Medicine, 14, 477–483.
   PubMed Web of Science ®Google Scholar
• Kline, R. B. (2010). Principles and practice of structural equation modeling (3rd ed.). New York, NY: Guildford Press.
   Google Scholar
• Kretschmann, R. (2015). Effect of physical education teachers’ computer literacy on technology use in physical education. Physical Educator, 72, 261–277.
   Google Scholar
• Legrain, P., Gillet, N., Gernigon, C., & Lafreniere, M.-A. (2015). Integration of information and communication technology and pupils’ motivation in a physical education setting. Journal of Teaching in Physical Education, 34, 384–401.
   Web of Science ®Google Scholar
• Liem, A. D., Lau, S., & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33, 486–512.
   Web of Science ®Google Scholar
• Martin, N.-J., Ameluxen-Coleman, E.-J., & Heinrichs, D.-M. (2015). Innovative ways to use modern technology to enhance, rather than hinder, physical activity among youth. Journal of Physical Education, Recreation & Dance, 86(4), 46–53.
   Web of Science ®Google Scholar
• Matsumoto, D., & Yoo, S. H. (2006). Toward a new generation of cross-cultural research. Perspectives in Psychological Science, 1, 234–250.
   Web of Science ®Google Scholar
• Ntoumanis, N., & Myers, N. D. (2016). An introduction to intermediate and advanced statistical analyses for sport and exercise scientists. Chichester: Wiley.
   Google Scholar
• O’Loughlin, J., Chroinin, D.-N., & O’Grady, D. (2013). Digital video: The impact on children’s learning experiences in primary physical education. European Physical Education Review, 19, 165–182.
   Web of Science ®Google Scholar
• Office for Standards in Education. (2009). Physical education in schools 2005/8: Working towards 2012 and beyond. London: Author.
   Google Scholar
• Palao, J. M., Hastie, P. A., Cruz, P. G., & Ortega, E. (2015). The impact of video technology on student performance in physical education. Technology, Pedagogy and Education, 24, 51–63.
   Web of Science ®Google Scholar
• Parton, G., & Light, M. (2010). Using ICT to enhance learning in physical education. In R. Bailey (Ed.), Physical education for learning (pp. 129–144). London: Continuum.
   Google Scholar
• Potdevin, F., Vors, O., Huchez, A., Lamour, M., Davids, K., & Schnitzler, C. (2018). How can video feedback be used in physical education to support novice learning in gymnastics? Effects on motor learning, self-assessment and motivation. Physical Education and Sport Pedagogy, 23, 559–574.
   Web of Science ®Google Scholar
• Preacher, K. J., Zhang, Z., & Zyphur, M. J. (2011). Alternative methods for assessing mediation in multilevel data: The advantages of multilevel SEM. Structural Equation Modeling: A Multidisciplinary Journal, 18, 161–182.
   Web of Science ®Google Scholar
• Raiola, G., Parisi, F., & Napolitano, S. (2014). Sports skills in youth volleyball video analysis teaching method. Procedia – Social and Behavioral Sciences, 117, 436–441.
   Google Scholar
• Ream, G. L., Elliott, L. C., & Dunlap, E. (2013). Trends in video game play through childhood, adolescence, and emerging adulthood. Psychiatry Journal, 2013, 7–28.
   Google Scholar
• Renninger, K. A., & Hidi, S. (2016). The power of interest for motivation and engagement. New York, NY: Routledge.
   Google Scholar
• Rotgans, J. L., & Schmidt, H. G. (2011). Situational interest and academic achievement in the active-learning classroom. Learning and Instruction, 21, 58–67.
   Web of Science ®Google Scholar
• Roure, C., Kermarrec, G., & Pasco., D. (2019). Effects of situational interest dimensions on students’ learning strategies in physical education. European Physical Education Review, 25, 325–340.
   Web of Science ®Google Scholar
• Roure, C., Lentillon-Kaestner, V., Méard, J., & Pasco., D. (2019). Universality and uniqueness of students’ situational interest in physical education: A comparative study. Psychologica Belgica, 59, 1–15.
   PubMed Web of Science ®Google Scholar
• Roure, C., & Pasco, D. (2018a). The impact of learning task design on students’ situational interest in physical education. Journal of Teaching in Physical Education, 37, 24–34.
   Web of Science ®Google Scholar
• Roure, C., & Pasco, D. (2018b). Exploring situational interest sources in the French physical education context. European Physical Education Review, 24, 3–20.
   Web of Science ®Google Scholar
• Roure, C., Pasco, D., & Kermarrec, G. (2016). Validation de l’échelle française mesurant l’intérêt en situation, en éducation physique [French validation of the situational interest scale in physical education]. Canadian Journal of Behavioural Science, 48, 112–120.
   Web of Science ®Google Scholar
• Selwyn, N. (2014). Distrusting educational technology: Critical questions for changing times. London: Routledge.
   Google Scholar
• Selwyn, N., & Stirling, E. (2016). Social media and education … now the dust has settled. Learning, Media and Technology, 41, 1–5.
   Web of Science ®Google Scholar
• Shen, B., & Chen, A. (2006). Examining the interrelations among knowledge, interests, and learning strategies. Journal of Teaching in Physical Education, 25, 182–199.
   Web of Science ®Google Scholar
• Shen, B., & Chen, A. (2007). An examination of learning profiles in physical education. Journal of Teaching in Physical Education, 26, 145–160.
   Web of Science ®Google Scholar
• Shen, B., Chen, A., Tolley, H., & Scrabis, K. (2003). Gender and interest-based motivation in learning dance. Journal of Teaching in Physical Education, 22, 396–409.
   Web of Science ®Google Scholar
• Spanjers, I., van Gog, T., & van Merriënboer, J. (2010). A theoretical analysis of how segmentation of dynamic visualizations optimizes students’ learning. Educational Psychology Review, 22, 411–423.
   Web of Science ®Google Scholar
• Stillar, B. (2012). Twenty first century learning: How college classroom interaction will change in the decades ahead. The International Journal of Technology, Knowledge, and Society, 8, 143–151.
   Google Scholar
• Sun, H. (2012). Exergaming impact on physical activity and interest in elementary school children. Research Quarterly for Exercise and Sport, 83, 212–220.
   PubMed Web of Science ®Google Scholar
• Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252–275.
   Web of Science ®Google Scholar
• Tearle, P., & Golder, G. (2008). The use of ICT in the teaching and learning of physical education in compulsory education: How do we prepare the workforce of the future? European Journal of Teacher Education, 31, 55–72.
   Web of Science ®Google Scholar
• Weir, T., & Connor, S. (2009). The use of digital video in physical education. Technology, Pedagogy and Education, 18, 155–171.
   Web of Science ®Google Scholar