When a student has a high sense of self-efficacy, foreseeing success and providing positive guides and supports for performing the skill will usually occur. A low self-efficacy tends to predict failure and anticipation of what could go wrong. Videotape feedback provided to students has reported favorable outcomes. Self-efficacy could alter performance in learning a psychomotor competency skill (PCS). The purpose of this study was a) to assess the self-efficacy of athletic training students in learning to perform a PCS; and b) to measure the impact on self-efficacy by implementing an educational intervention of video feedback in learning to perform a PCS. An intact cohort of level I (lower-level) students within a CAATE-accredited entry-level master athletic training educational program learned and performed an upper body neurological screening. Throughout the study students also completed the Self-efficacy questionnaire (n=5 trials/times). Group mean for self-efficacy from baseline (M = 6.14; ± 2.04) to post-intervention (M = 9.51; ± 0.70) increased. One-way ANOVA indicated a significant effect using Wilks’ Lambda post hoc, with alpha set at .001 (.05/5 = .001). Significant differences of improved self-efficacy between trials one and four, one and five, and two and five were found, all following the educational intervention. The use of video feedback could increase self-efficacy when learning to perform a PCS.
Bobo, Linda and Andrews, Amanda, "Using Video Feedback to Measure Self-Efficacy" (2010). Faculty Publications. 26.
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