Evaluating video modeling and video modeling with video feedback to enhance the performance of competitive dancers
Stack a brief self-review right after a model video to squeeze out extra skill gains.
01Research in Context
What this study did
Four teenage dancers watched a short video of a peer doing a tricky routine.
Right after viewing, each teen got to see a slow-motion replay of her own try.
The coach pointed one tiny fix, then she tried again.
The team kept this watch-try-review cycle until every leap landed clean.
What they found
Video modeling alone helped, but adding the quick self-review pushed every dancer higher.
All four teens showed extra gains once the feedback clip joined the lesson.
How this fits with other research
Goben et al. (2023) saw TAGteach beat plain video self-evaluation for new dancers.
That looks like a clash, yet the two studies test different things.
Goben compared tagging to solo replay; Quinn added replay right after a peer model.
The extra modeling step may explain why Quinn’s feedback still paid off.
Older work backs the combo idea: Wolchik et al. (1982) cut home power use by pairing a model film with daily feedback charts.
Together, the pattern says modeling first, feedback second, works across tasks and ages.
Why it matters
If you use video in sessions, tack on a 30-second replay with one clear note.
The dancer, athlete, or student just watched the goal; immediate self-view locks it in.
No extra gear—just hit play again and point.
Want CEUs on This Topic?
The ABA Clubhouse has 60+ free CEUs — live every Wednesday. Ethics, supervision & clinical topics.
Join Free →After the learner watches the model clip, film one trial and replay it instantly with one corrective cue.
02At a glance
03Original abstract
This study evaluated the use of video modeling and video modeling plus video feedback to enhance four adolescents' performance of a dance movement. Intervention was evaluated in a multiple baseline across participants design. This study found that video modeling enhanced performance from baseline, but the addition of video feedback produced further increases. For one participant, improvement was dependent on the perspective of the video model. Implications of these findings and suggestions for future research are discussed.
Behavioral Interventions, 2020 · doi:10.1002/bin.1691