Comparing Video Feedback Methods for Learning Disc Golf Skills in an Asynchronous Online Physical Education Environment

Abstract

Purpose : This study examined the effectiveness of three feedback methods—self-assessment, visual cue sheet, and delayed teacher feedback—for learning disc golf skills in an asynchronous online physical education environment. Method : Forty-three university students were randomly assigned to one of the three groups. Participants completed four asynchronous practice sessions over 3 weeks including pretest and posttest evaluations of spin putt (SP) and backhand throw (BT) skills. Results : All groups significantly improved in SP (η p 2  = .61, p  < .001) and BT (η p 2  = .44, p  < .001) performance from pretest to posttest, with no significant differences between groups. This suggests that video feedback can effectively develop motor improvement regardless of group condition. Additionally, self-efficacy significantly increased for SP ( d  = 1.60) and BT ( d =  1.01). Mediation analysis indicated SP self-assessment accuracy and poststudy interest mediated performance gains. Discussion : Findings suggest these methods could support online physical education while reducing instructor workload. Further research is recommended to validate these methods in diverse contexts.