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At least 19 recordsLinked to original sources
PubMed1989

The effect of video-feedback on the learning of the tennis service by intermediate players.

Effects of video-feedback on improvement of the tennis service were investigated in subjects having at least 2 years of playing experience in tennis. The experiment was carried out in an indoor tennis hall under normal training conditions. Subjects were randomly divided into three groups: a video-feedback training (VFT) group, a traditional training (TT) group and a control group, each consisting of 22 subjects. While the subjects of the control group received no training at all, subjects in both the VFT and TT groups were trained twice weekly during 5 consecutive weeks. Each training session lasted 40 min, of which 30 min was spent on actual practice in training of the service. The remaining 10 min was spent on watching, analysing and discussing video recordings of either their own service performed during the training session (VFT group), or ground strokes and volleys of top level players (TT group). Both the VFT and TT group showed significantly greater improvements in both achievement scores and form (technique) scores than did the control group. No differences, however, could be demonstrated between the VFT and TT group, indicating that the subjects of the former group did not benefit from the video-feedback they received. While form scores correlated significantly (P less than 0.001) with the velocity of the served ball, no such relation between form scores and spatial accuracy was apparent.

Adult↗
PubMed1985

The effect of video-modelling and video-feedback on the learning of the tennis service by novices.

This project is addressed to the effectiveness of video mediated instruction on the learning of the tennis service by novices. The research was carried out in an indoor tennis hall under normal training conditions. Three experimental groups were used: a video-model (VMT), a video-feedback (VFT) and a group with a combination of video modelling and video feedback (VMFT). Two control groups - based on different training periods-were also used: a traditional training group (TT1) which practised for a period of 45 min per training session and a second traditional training group (TT2) which practised for a period of only 30 min per training session. All subjects took part in five successive training sessions. No clear advantages of using video mediated instruction methods in teaching novices the tennis service could be demonstrated. Five sessions of 30 min practical training were shown to be as effective as five sessions of 45 min practical training in producing improvements in both form and achievement scores of novice tennis players. While, in the early stages, form and achievement scores were not shown to be significantly related, after five sessions a significant correlation (P less than 0.05) was shown.

Achievement↗
PubMed2026

Not just when, but how: An exploratory dual-control approach to video feedback in motor learning.

The present study provides exploratory evidence for a novel dual-control paradigm. It examines whether combining temporal over video feedback timing with learner-controlled interactive playback functions (pause, slow-motion, rewind) would enhance motor skill acquisition beyond temporal autonomy alone. Sixty-four novice adults were randomly assigned to one of four conditions: Full Control (self-controlled timing + interactive replay), Partial Control (self-controlled timing + non-interactive replay), Yoked Full Control (externally controlled timing + interactive replay), or Yoked Partial Control (externally controlled timing + non-interactive replay). Motor accuracy (Radial Error), movement consistency (Bivariate Variable Error), technical execution, and self-efficacy were assessed at pre-test, 24-h retention, and 72-h retention following two acquisition sessions on a dart-throwing task (120 trials total). The Full Control group demonstrated the greatest and most durable learning gains across all outcomes. The Group × Time interaction was significant across all dependent variables (η2ₚ ranging from 0.140 to 0.234), with Full Control demonstrating superior retention at both 24 and 72 h relative to other groups (though differences relative to Partial Control were more pronounced at 72-h retention). Critically, the Yoked Full Control group showed comparatively weaker outcomes despite access to the same interactive playback functions. These findings suggest that interactive video tools may be most useful when learners can regulate both when feedback is accessed and how it is inspected. Theoretical and practical implications for the design of learner-centered video feedback systems are discussed.

Humans↗
PubMed1992

Video feedback in occupational therapy: its effects in patients with neglect syndrome.

The use of video feedback in occupational therapy was evaluated in four patients with right hemisphere stroke and hemineglect. The study followed a single-case research experimental pretest, posttest, and follow-up (A1, B, A2, A3) design. Phases A1 and A2 included four observation times and phase A3 three, with 12 weeks for each patient. Three household tasks were assessed, and the patients' neglect behavior while performing these was videorecorded. One paper-and-pencil task using a modified Albert's test was also used, but not filmed. In the intervention program, the patients watched the film, which was stopped by the occupational therapist where the neglect behavior was significant. Through dialogue, the patients were led to perceive and interpret their neglect behavior, and strategies for relearning and remediation were recommended. The program seems to be effective for remediation and relearning a functional way of working.

Activities of Daily Living↗
PubMed1991

Effect of video feedback on the performance of a weight shifting controlled tracking task in subjects with parkinsonism and neurologically intact individuals.

This study compared the performance of a visual motor task, accomplished by standing weight shifting, of 34 people with Parkinson's disease (P.D.) and 34 neurologically intact (N.I.) subjects. Twenty of the P.D. subjects were in Stage 1 and 14 were in Stage 2. The performance of ten, 10-s trials was each examined under two feedback (FB) conditions: continuous video display of performance and end of trial position. Visual FB was composed of displaying a target and cursor on a video monitor, with the cursor controlled by the subject through weight shifting on a platform interfaced with a microprocessor. Once the cursor was centered, the computer then transferred the target to the upper right quadrant of the monitor, and the subject was required, through weight shifting, to relocate the cursor inside the target. ANOVA with repeated measures was used for data analysis. The visual motor performance of P.D. subjects was significantly worse than that of N.I. (P less than 0.01), as well as between FB conditions (P less than 0.01). The interaction of the FB condition by trial segment was significant (P less than 0.01), as was the interaction of group membership by the trial segment (P less than 0.01). FB condition and group membership did not significantly interact, confirming that performance was worse under end of trial position FB, regardless of group membership (P less than 0.01). Post hoc analysis yielded significant differences (P less than 0.05) in task performance between N.I. and P.D. subjects after the first second of the trials regardless of FB condition. In either group, significant differences between continuous visual FB and end of trial position FB (P less than 0.05) were verified after the fourth second. Performance between N.I., Stage 1, and Stage 2 P.D. subjects revealed significant differences (P less than 0.01) among all three groups, regardless of FB condition. One of the revealing aspects of this investigation was the establishment of significant differences in visual motor performance of individuals in the early stages of the disease compared to previous reports of extremity deficits in the later stages.

Adult↗
PubMed1989

Acquisition of self-control of a novel muscular activity with EMG and video feedback.

To examine the acquisition of voluntary control of a novel muscular activity from the initial stage to the self-control stage, the m. auricularis posterior, which had generally degenerated and had nearly lost its function of drawing an auricle backward in the human body, was selected as a target muscle to be studied. One female undergraduate student who could not move her auricles intentionally was required to activate her left m. auricularis posterior and underwent rest, pretest, training, and posttest sessions once a day for five days. At the subject's request, the electromyograph (EMG) from her left m. auricularis posterior on an oscillograph was provided for her as the feedback signal on each training trial. The picture of her left ear on television was handled in the same way. The EMG measures indicated that the subject could learn to activate her left m. auricularis posterior differentially. The number of training trials on which the subject requested the feedback signals suggested that EMG feedback signal was more useful to her than the video and that the usefulness of the feedback signals varied as the training sessions advanced. It was also concluded from analysis of the self-report data that the acquisition process of self-control of a novel muscular activity could be divided into at least four stages.

Adult↗
PubMed1977

A program for enhancing medical interviewing using video-tape feedback in the family practice residency.

In an effort to enhance the medical interviewing skills of family practice residents in the clinical setting, the Minnesota Communication Program was developed. The Program, which uses video-tape feedback as the primary teaching method, stresses the integration of biological and psychosocial data as well as the establishment of a therapeutic relationship. A description of the Program including goals, teaching strategies, and guidelines for implementing video-tape feedback is presented. The Medical Interview Skills Checklist (MISC) and its use as an assessment tool are described. Results of a survey eliciting residents' responses to the Program and the implications of video-tape feedback for medical education are also discussed.

Educational Measurement↗
PubMed1978

Sex, video-taped feedback and modeling effects on motor performance.

Two experiments were conducted to investigate the interaction of augmented information feedback and sex on accuracy and form of an overarm throwing pattern. In Exp. 1, a female model on video-tape was employed for instruction and recall of imposed form by 16 male and 16 female undergraduates. The original hypothesis that indeed there would be an interaction between the subjects' sex and type of augmented information feedback was not observed. In Exp. 2, essentially the same procedures were employed with another, similar group of subjects and several significant results were observed. The data suggest successive investigations to explore the possible effects of the model's sex on motor performance.

Adolescent↗
PubMed1988

Improving the psychiatric skills of the general practice trainee: an evaluation of a group training course.

Fourteen general practice trainees took part in a course specifically designed to improve their psychiatric interviewing skills. The trainees were instructed in the problem-based model and were taught in a group setting with the use of videotape feedback. A significant improvement was demonstrated in the trainees' ability to identify psychiatric illness accurately, and there were significant changes in their interview behaviours after training. Those who were below average before training showed the greatest improvement. The implications of these findings are discussed. Group video feedback training is as effective as one-to-one video feedback training in improving the psychiatric interviewing skills of GP trainees, and could be more widely employed in general practice vocational training.

Clinical Competence↗
PubMed1986

Consultation skills of young doctors: I--Benefits of feedback training in interviewing as students persist.

Thirty six young doctors who as medical students had been randomly allocated to either video feedback training or conventional teaching in interviewing skills during a psychiatry clerkship were reassessed five years later. Each doctor interviewed one patient with a psychiatric illness and two with a physical illness. Each interview was rated independently. Both groups had improved since the fourth year clerkship, but those given feedback training had maintained their superiority in the skills associated with accurate diagnosis. This superiority was as evident in their interviews with physically ill patients as it was with psychiatric patients. Both groups, however, still used "closed" questions and were more reluctant to cover psychosocial problems in physically ill patients. Those trained conventionally were clinically inadequate in both these aspects and in clarifying their patients' statements. Given these lasting benefits, all medical students should have feedback training in interviewing skills.

Education, Medical, Undergraduate↗
PubMed1989

The treatment of somatization: teaching techniques of reattribution.

Patients commonly present to general practitioners with somatic symptoms for which no adequate physical cause can be found, which are accompanied by the symptoms of an anxiety state or a depressive illness. These illnesses pose a major public health problem, but little is known about optimal management. A three stage model is proposed to encourage patients to reattribute these symptoms, and relate them to psychosocial problems. These stages are; feeling understood; changing the agenda; and making the link. A videotaped learning package is described suitable for use with vocational trainees in general practice, consisting of demonstrations of component parts of the model followed by micro-teaching, as a preliminary to video-feedback of actual interviews with such patients.

Education, Medical, Continuing↗
PubMed1989

Differential effects of performance demand and distraction on sexually functional and dysfunctional males.

Sexually functional and sexually dysfunctional male subjects viewed an erotic film while experiencing two different types of distraction. During a neutral distracting condition, subjects were asked to estimate the length and width of a straight line appearing on an adjacent video monitor. During the "performance demand" distraction condition, subjects viewed video feedback of their genital responses and were asked to estimate percentage of full erection. These conditions were compared to a no distraction control condition. Performance demand distraction significantly elevated the responding of functional subjects compared to the neutral distraction condition. The responding of dysfunctional subjects, on the other hand, decreased during the performance demand distraction and was significantly lower than arousal in functional subjects in this condition. Post hoc analyses examined possible cognitive and affective mediating factors of this differential response.

Adult↗
PubMed1986

Teaching medical students about neurosis.

Practices used by medical schools in Great Britain and Ireland in the teaching of neurosis to medical students were assessed using postal questionnaires distributed to heads of departments, and to medical students at the end of their psychiatric attachments. In addition, medical students' factual knowledge about neurotic illnesses was measured using a brief multiple choice question (MCQ) test distributed with the questionnaire. There was considerable dissatisfaction among heads of departments with the way neurosis is taught, and there was general agreement that students see too many patients with psychotic illnesses and too few neurotics. Most neurotic patients are seen within departments of psychiatry and heads of department felt there was too little use of other settings such as general medical wards or general practice. Factual knowledge about neurosis as assessed by the MCQ was generally poor. Knowledge about neurotic illnesses relates most closely to the time devoted by departments to formal lectures on neurosis and is inversely related to the proportion of psychotic patients seen by students. Teaching of techniques of medical interviewing including the use of audio and video feedback of interviewing skills and behaviours is now widespread in British medical schools. There was no tendency for students receiving such teaching to display a better knowledge about neurosis.

Clinical Clerkship↗
PubMed1991

Factors influencing the communication skills of first-year clinical medical students.

The aim of this study was to examine the factors influencing medical students' communication skills. The sample comprised all first-year clinical students. Thirty-two received teaching in communication skills during the year; the remaining 56 did not. Students' career preferences, attitudes towards communication skills and confidence in their ability to communicate with patients were assessed by questionnaire at the beginning and end of the year. At the end of the year each student was videotaped interviewing a simulated patient. Students' communication skills were assessed on the basis of this interview by raters using a standardized rating scale, and by patient questionnaires. While there was some evidence that brief communication skills training improved skills, sex of student was a more significant predictor of level of skill. Students who perceived communication skills as less relevant to medicine and those who were more confident about their own communication skills were more likely to prefer a career in hospital medicine. Students' judgements of their ability to communicate effectively were poor. In the main there was no relationship between confidence and level of skill: where they were related, the association was negative. The benefits from communication skills training might be enhanced by involving hospital doctors in the teaching, and providing students with detailed video feedback on their skills at the outset.

Attitude of Health Personnel↗
PubMed1992

Management of somatic presentations of psychiatric illness in general medical settings: evaluation of a new training course for general practitioners.

An improved teaching package is described which aims to help general practice trainees manage somatized presentations of psychological distress. The package comprises a training videotape in which a reattribution model is demonstrated, with material for role-play of new skills and small-group video feedback of consultations. Eighteen general practice trainees attending an 8-week course in psychiatry participated fully in the somatization management teaching programme. The teaching package was evaluated by blind rating of general interview skills and model specific skills demonstrated by trainees during 10 to 15-minute clinical interviews with professional role-players. Ratings were made on pre-training and post-training videotaped interviews. A significant improvement was demonstrated in general interview skills. Improvements were also noted in specific reattribution skills post-training. The evaluation revealed that skills in the model can be effectively learned, and that improvements in the package have resulted in its improved efficacy.

Clinical Competence↗
PubMedDate not supplied

Luminance range compression for video film digitizers.

Video cameras are used in many film digitization and teleradiology systems. However, the density range of medical radiographs often exceeds the dynamic range of the camera, and all diagnostic information in the original image may not be captured. Information in both the high and low density areas of the film can be captured in a single video frame if the transmitted luminance range of the radiograph is reduced. This can be accomplished by spatially modulating the back illumination of the film such that areas of lesser density receive less illumination while areas of greater density receive greater illumination. In this work, the use of a video monitor is shown to be an effective means to provide spatially modulated light for compressing the transmitted luminance range and thereby expanding the apparent dynamic range of the video camera. A simple computer-interfaced video feedback system that determines the appropriate compression mask and a scheme for linearization of system response are described. This system provides an interactive means for control of the degree of range compression.

Analog-Digital Conversion↗