Using video feedback to measure self-efficacy

When a student has a high sense of self-efficacy, foreseeing success and providing positive guides and supports for performing the skill will usually occur. A low self-efficacy tends to predict failure and anticipation of what could go wrong. Videotape feedback provided to students has reported favorable outcomes. Self-efficacy could alter performance in learning a psychomotor competency skill (PCS). The purpose of this study was a) to assess the self-efficacy of athletic training students in learning to perform a PCS; and b) to measure the impact on selfefficacy by implementing an educational intervention of video feedback in learning to perform a PCS. An intact cohort of level I (lower-level) students within a CAATE-accredited entry-level master athletic training educational program learned and performed an upper body neurological screening. Throughout the study students also completed the Self-efficacy questionnaire (n=5 trials/times). Group mean for self-efficacy from baseline (M = 6.14; ± 2.04) to post-intervention (M = 9.51; ± 0.70) increased. One-way ANOVA indicated a significant effect using Wilks’ Lambda post hoc, with alpha set at .001 (.05/5 = .001). Significant differences of improved selfefficacy between trials one and four, one and five, and two and five were found, all following the educational intervention. The use of video feedback could increase self-efficacy when learning to perform a PCS.