Learning Judo in Physical Education: Combined Video Modeling and Video Feedback Are More Effective When Self-Controlled

This study investigates how granting students control over the timing and type of video resources affects skill acquisition of the Uchi-mata technique in judo, contributing to best practices in physical education (PE). Twenty-four male secondary school studentswere randomly assigned to either the self-control (SC) group or the yoked (YK) group. The SC group controlled both the timing of their viewing and the type of video resources used (choosing between video modeling, video feedback, or a simultaneous split-screen view), while the YK group was restricted to viewing the resources simultaneously at predetermined times. Pre-tests (T0) and post-tests (T1) were conducted before and after a four-session Uchi-mata learning unit, with a retention test (T2) 2 weeks later. Three judo experts assessed technical execution, while participants self-reported perceived competence using a custom-designed instrument. The statistical analyses revealed significant improvement in technical performance for the SC group at T1 and T2. The YK group exhibited improvement only at T1. A significant difference at T2 favored the SC group, demonstrating greater long-term learning effects. The SC group showed lasting improvements in perceived competence from T0 to T1 and T2. In contrast, the YK group had initial gains from T0 to T1, but these declined at T2. In conclusion, this study reveals that the combined view is not always necessary, supporting the importance of allowing students to choose when to view a video model, when to review video feedback, and crucially, when to watch them simultaneously on a split screen.