Evaluating the effectiveness of video feedback to improve cheerleader tumbling skills

Three high-school cheerleaders wanted cleaner tumbling passes. The coach filmed each practice attempt. Right after the pass, the athlete watched the clip with the coach. They scored every step as right or wrong.

The study used a multiple-baseline design across three different tumbling moves. Each cheerleader started video feedback at a different time.

Every athlete raised the share of correct steps for every move once video feedback began. Gains showed up fast and stayed.

No extra drills or prizes were added. Just watch, score, try again.

Martinez et al. (2024) ran almost the same test with youth soccer. Video feedback alone matched video modeling plus feedback. Snapp’s cheer data line up: simple replay is enough.

Capalbo et al. (2022) saw something different. Young soccer goalkeepers improved only after video modeling was paired with feedback. The gap is small but real. Capalbo’s kids were nine-year-olds learning a brand-new skill. Snapp’s teens already had basics. Age and prior skill may decide whether you need the extra modeling layer.

McCafferty et al. (2024) compared video self-review with tactile TAGteach for medical students. Tactile cues won on speed. For fast athletic moves like tumbling, video feedback still shines because the athlete sees body position in real time.

You can sharpen athletic skills without building long video models. Film the last attempt, review for thirty seconds, send the learner back. It works for high-school cheerleaders and late-elementary soccer players alike. Try it next time you teach chain behaviors like dance steps, basketball shots, or even tooth-brushing. One phone, one replay, better form.