Video-Based Feedback in Table Tennis Training: Toward a Wearable Learning for Undergraduate Education

Abstract

The study examined the role of video-based feedback in developing foundational skills in table tennis among undergraduate students. In physical education settings where traditional methods often rely on instructor-led demonstration and repetition, the integration of visual tools offers a way to enhance understanding and support deeper engagement with motor learning. The research focused on how recorded practice sessions could be used to improve stroke accuracy, ball control, and gameplay strategies through self-reflection and peer dialogue. A single-group experimental design was applied over an eight-week period involving 40 university students with no formal background in table tennis. Each week introduced progressively complex skill exercises, supported by student-generated video recordings using personal mobile devices. These clips served as a basis for self-review and peer exchange. Technical performance was evaluated using a structured skill assessment rubric in both pre- and post-intervention phases. Learner experiences were collected through a Likert-scale questionnaire and short written reflections. Statistical analysis showed significant improvement across all skill areas, particularly in backhand technique and rally control. Students reported that video playback enabled clearer awareness of movement errors and supported more precise adjustments over time. This replayability fostered self-awareness and active engagement. Many participants noted that feedback drawn from video felt more personal and actionable compared to traditional verbal correction. Although wearable devices were not yet deployed during the intervention, the instructional approach was intentionally designed toward wearable learning. Future integration may include smart bands or sensor-based feedback systems, enabling learners to overlay biomechanical data with video for enhanced movement analysis. The findings support broader adoption of video feedback as a reflective learning tool and highlight the potential for combining it with wearable technologies in sport education. This direction represents a promising step toward more autonomous and personalized skill development in physical activity contexts.

Received: 4 June 2025 | Revised: 4 August 2025 | Accepted: 18 August 2025

Conflicts of Interest

The authors declare that they have no conflicts of interest in this work.

Data Availability Statement

Data are available on request from the corresponding author upon reasonable request.

Author Contribution Statement

Termpetch Sookhanaphibarn: Conceptualization, methodology, software, validation, formal analysis, investigation, resources, data curation, writing—original draft, writing—review & editing, visualization, supervision, and project administration.