Observational learning is an effective pedagogical approach that can influence students’ motor skill development at every level of physical education (PE). This study aimed to systematically summarize the evidence on observational learning for motor skill learning in PE and to generalize the evidence on the effect of model formats and verbal cues during observational learning. An electronic search of eight databases was conducted. Eighteen studies were included and their methodological quality was assessed using the Physiotherapy Evidence Database Scale. Best evidence synthesis (BES) was used to assess levels of evidence. Strong evidence supported the effect of observational learning on students’ motor skill learning compared to students who did not participate in observational learning. Moderate evidence suggested that there is no significant difference in the effectiveness of observing an expert model compared to a self-model. Conflicting evidence was identified for the effect of the presence of verbal cues compared to the absence of verbal cues during observational learning. The results suggest that observational learning is useful for students’ motor skill learning in PE. Given the influences of potential factors, we recommend that future studies investigate how observational learning interacts with verbal cues on students’ motor skill learning.

Feedback can be used as an effective teaching method in physical education (PE) to promote students’ learning of motor skills. However, there is no objective synthetic evidence to support the role of feedback in PE. Additionally, the effect of each feedback subtype on students’ motor skill learning is still unclear. This study aimed to conduct a meta-analysis and trial sequential analysis (TSA) to evaluate the effects of feedback and feedback subtypes on students’ motor skill learning. Nine databases were searched through September 2022 to identify appropriate literature. Meta-analysis was conducted using Review Manager 5.4 software and TSA was performed using TSA version 0.9.5.10 beta software. Fifteen studies were included. Feedback significantly improved students’ motor skill learning in PE (SMD 0.47; 95% CI 0.01, 0.93; Z = 2.02; p = 0.04). The TSA confirmed the result of the meta-analysis. Sensitivity analyses showed that the subtypes of feedback, including visual feedback, visual combined verbal feedback, visual self-model, visual expert model, corrective feedback, and teacher-regulated feedback, significantly improved students’ learning of motor skills. In contrast, verbal, evaluative, and informational feedback did not produce changes in motor skill learning. Both complex and simple motor skills were improved by feedback. The use of feedback in PE benefits motor skill learning, regardless of whether the motor skills are complex or simple.

Purpose : This study aims to clarify the effectiveness of feedback in promoting motor skill acquisition among students in physical education. Method : A comprehensive search of Scopus, Web of Science, and EBSCOHost databases was conducted through August 2024. Risk of bias was assessed using the Cochrane tool, and data analysis was performed with Review Manager 5.4 and Trial Sequential Analysis software. Results : The meta-analysis of 20 studies ( N = 1,162) found that feedback significantly improved motor skill acquisition in physical education ( Z = 5.63; p < .01; standardized mean differences = 0.95; 95% confidence interval [0.62, 1.28]), including complex ( Z = 3.68; p < .01; standardized mean differences = 0.82; 95% confidence interval [0.38, 1.25]) and simple motor skills ( Z = 5.14; p < .01; standardized mean differences = 0.83; 95% confidence interval [0.51, 1.15]). However, trial sequential analysis suggested potential false positives, as the Z curve crossed only the traditional boundary. Conclusion : Although feedback enhances motor skill learning in physical education, the evidence is not yet conclusive, necessitating further research to substantiate these findings.

The popularity of leisure skiing culture presents a paradox with declining visitor satisfaction, and this study aimed to elucidate the mechanisms influencing tourist satisfaction in leisure ski tourism through a distal mediation model. Data were collected from 302 valid samples at Changbaishan Wanda International Ski Resort within the Changbaishan National Reserve in Jilin Province, Northeast China, using mixed offline-online methods. Structural equation modeling was conducted via IBM SPSS Statistics and AMOS 26.0, utilizing maximum likelihood estimation combined with Bollen-Stine bootstrap for hypothesis testing. While direct effects confirmed all hypotheses except hypothesis 5, results further revealed significant positive mediating effects: sport tourism motivation exhibited a distal mediation effect on tourist satisfaction through tourist expectation and experience quality and an independent mediation effect through experience quality alone. These findings collectively demonstrate that tourist expectation and experience quality mediate the relationship between motivation and satisfaction in leisure skiing contexts.