Aims: Psychomotor skill education should include a multi-faceted approach with feedback in various forms. The purpose of this study was to examine the effect of novice peer versus experienced faculty feedback utilizing video recordings on improving body mechanics during a sit-to-stand transfer.
Methods: Twenty participants were randomly assigned into groups receiving novice peer or experienced faculty feedback utilizing video recordings. Surface electromyography (sEMG) measurements of bilateral gluteus maximus (GM) and erector spinae (ES) activation were collected during a sit-to-stand transfer pre- and post-feedback intervention.
Results: sEMG activity for all participants pre- and post-intervention resulted in a statistically significant decrease of bilateral ES and left GM activation. Statistically significant decreases of left ES and left GM activation were found in the faculty member group, while statistically significant decrease of left ES activation was found in the peer group. No statistically significant between-group differences were found in post-intervention activation levels.
Conclusion: The results indicate that feedback utilizing video recordings can improve body mechanics regardless of experience level of the person providing the feedback. Using feedback from video recordings can have positive effects on psychomotor skill acquisition.