Effects of Video Feedback on Kicking Performance and Temporal Patterns in U-10 Soccer Players

Kicking is a crucial motor skill in soccer. Accuracy and velocity are the two primary factors responsible for kicking performance. Coaches and practitioners design programs with practice sessions in which kicking actions are involved.
PURPOSE: To examine the effects on kicking performance of different types of extrinsic video feedbacks such as slow-motion video feedback (SMVF) or normal video feedback (NVF), with additional velocity feedback, in comparison with no feedback (NF) was studied in U-10 soccer players. METHODS: Thirty male children soccer players (mean age: 8.9 ± 0.8 years) asked to perform series of dynamic soccer kicks. Their kicking performance was measured in terms of accuracy and velocity, and the motor skill pattern variations were assessed in terms of temporal variables of approach time (ATIME), the last step time (LSTIME) and the foot descent time (DTIME). Players performed 4 blocks of 5 kicks with a 30-second rest period and a retention block of 10 kicks 2 days later.
RESULTS: Results showed significant differences both between the SMVF and NF groups in terms of performance (F = 3.97, p < 0.05; η2 = 0.227). SMVF group significantly improved performance during the practice phase but not in retention. Significant differences of the coefficient of variation (CV) were found in the main temporal variables of the action (F = 6.96, p = 0.000; η2 = 0.44). Univariate analysis showed a significant effect of group on LSTIME (F = 4.07, p = 0.015; η2 = 0.06) and DTIME (F = 16.99, p = 0.000; η2 = 0.16) but not on ATIME (F = 1.28, p = 0.30; η2 = 0.16).
CONCLUSIONS: The type of multimodal feedback (slow motion video and velocity) significantly affects the acute kicking performance in children and its temporal pattern. The present study suggests possible benefits of using slow-motion video feedback in the learning sessions of children soccer players. The accessibility of such technology using low-cost cameras or mobile phones makes this finding especially relevant. Coaches and practitioners can induce significant changes in kicking performances (and other motor skills) and temporal patterns. This study is inconclusive about the retention of these changes and has not studied the transfer in learning.