THE EFFECTIVENESS OF VIDEO MODELING INSTRUCTION IN ONLINE TERTIARY PHYSICAL EDUCATION
DOI:
https://doi.org/10.46827/ejpe.v12i2.5800Λέξεις-κλειδιά:
video modeling, instruction, online tertiary physical educationΠερίληψη
Background and Aim of the Study: This study aims to investigate the effectiveness of video modeling instruction in online Physical Education by assessing the observational learning on PE skills of the PATHFIT 3 students of the University of San Jose-Recoletos. Material and Methods: This study used a quantitative survey research design to determine the effectiveness of video modeling instruction in online Physical Education (PE) for PATHFIT students. This study utilized descriptive statistics to describe the duration in minutes of the instructor's video instruction, the frequency of using the video during online PE classes, the frequency of watching the instructor’s video by the students, and their performance scores. while descriptive statistics was used to analyze the collected survey questionnaire data from 121 respondents. Results: The results indicated that video modeling instruction was perceived as highly effective in students' observational learning of PE skills. Results indicate no correlation between the student's performance in PE skills, the video instruction's perceived effectiveness, duration of video instruction, frequency of using video by the teacher, and frequency of watching the video by the students. Conclusions: The effectiveness of video modeling instruction is prevalent in terms of the teacher's frequency in playing the video to aid the skill development in tertiary Physical Education. Video modeling instruction is directly correlated and bound to be effective with the students' frequency of watching the video. With the students we have at present, the number of times they watch the video modeling instruction matters in their learning of the execution of the skill breakdown and movement pattern. Therefore, they need more time to watch and observe the skill demonstration presented through the video modeling instruction because it will yield an effective increase in attention, motivation, production, and performance. With the short duration of the teacher's instructional videos of 3 to 5 minutes, the teacher's utilization of its instructional videos 3 to 4 times, the students will acquire and master the PE skills demonstration with repeated watching of the skill demonstration and enough time to practice.
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