Author(s): SHISHIDO, T., YOSHIOKA, S., HASHIMOTO, M., Institution: TOHOKU GAKUIN UNIVERSITY, Country: JAPAN, Abstract-ID: 1449

Introduction
Research in physical education has shown that visual and video-based feedback enhance students’ understanding of movement, self-reflection and engagement in learning (Potdevin et al., 2018). Motion analysis (MA) technologies enable learners to objectively observe their movements and identify technical features (Baca et al., 2009). Pedagogical research has identified formative class assessment (FA) as a strong indicator of learning, focusing on students’ perceptions of understanding, effort and lesson quality rather than outcomes alone (Black & Wiliam, 2009). However, few studies have examined longitudinal changes in FA when MA applications are systematically integrated into physical education. This study aimed to examine the effects of such an application on longitudinal changes in FA and perceived motor competence in a junior high school girls’ vaulting horse unit.
Methods
Ninety-four girls in their second year at a public junior high school in Osaka, Japan, participated. An eight-lesson vaulting horse unit was conducted between January and February 2024. From Lessons 2 to 5, students used the SPLYZA Motion application to observe stick-figure representations of their movements. From Lessons 6 to 8, they self-monitored using standard iPad video recordings. Data were collected using diagnostic and summative class assessments (DA/SA), FAs and a motor competence scale. Due to non-normal data distributions, nonparametric tests were applied. The Wilcoxon signed-rank test compared pre- and post-unit scores, and the Friedman test analysed longitudinal changes in FAs across lessons.
Results
Class evaluation scores increased significantly from DA to SA (Z = 3.444, p = .001, n = 78), indicating improved lesson satisfaction and goal attainment. No significant difference was found in motor competence scores between pre- and post-unit measurements (Z = 0.885, p = .376, n = 77). FA showed a highly significant change across the eight lessons (χ² (7) = 66.981, p < .001, n = 41). Mean ranks increased sharply from Lesson 1 (2.33) to Lesson 4 (5.33) and remained high thereafter. This peak coincided with the intensive use of SPLYZA Motion.
Discussion and Conclusion
The sharp improvement in FAs during the first half suggests that visual feedback through MA effectively enhanced students’ understanding and engagement. The sustained high performance in the latter half, even after shifting to standard video, indicates that the objective perspective gained through information and communication technology (ICT) use was internalised. The absence of significant change in perceived motor competence implies that while ICT-based feedback facilitates immediate understanding, longer instructional periods may be required for stable improvements in competence. These findings provide evidence that MA applications improve learning processes by supporting formative understanding.