IACSS Conference Paper

The Impact of Order of Performance on Peer-to-Peer Learning of a Lacrosse Ball Pick-Up Skill Through Video Analysis with University Students

Abstract. Video-based technological innovations have led to new approaches to acquiring and performing motor skills, including new ways of receiving and providing feedback on skill execution and technique (Palao et al. 2015). Receiving and providing feedback in peer-to-peer (P2P) learning situations has been shown to increase overall performance scores (Harney et al. 2017). Using a P2P mobile application, this study examined the impact that order of performance (perform or evaluate first) has on lacrosse ball pick-up scores in university students. Sixty students from a university in Western Canada participated in the study. After learning the basics of the skill, students selected partners and randomly chose who would go first (evaluator/performer). Each evaluator used an iPad with the Move Improve® (MI) application to video record the performer, and then together, they evaluated the performance. Roles were then reversed. Overall performance scores were calculated using the criteria located within MI. Order of performance significantly impacted performance (p < .05). Students were also asked to anonymously provide their opinion of MI using a three-point scale: Keep, Drop, or Modify. Fifty-three out of 60 students submitted their feedback. Of those, 45 selected ‘Keep’, four marked ‘Modify’, and four chose ‘Drop’. Only a few students provided written feedback, but all comments except one were positive. The results of the study suggest that by observing someone else perform the skill first and then evaluating the performance using a structured approach may improve one’s own performance. Using the P2P learning model with interactive video may provide cues that improve the understanding of complex motor skills acquisition. Future research is needed to identify which aspects of the P2P learning experience was most impactful for improving performance.