Using short looping video to develop demonstrations of skill, reflective skills and advanced pedagogical practice in a health and physical education teacher education program

The challenges associated with instruction of health and physical education in school learning environments has been described as a roadblock to student learning. Anecdotal observations of pre-service teacher demonstrations of movement skill highlighted the poor connectivity between what is performed (by pre-service teachers’) and what can be perceived. This article reports on an action research project that sought to utilise a multiple reflection in action cycle to support pre-service teachers to develop better performances of skill and an advanced pedagogical approach. An action research approach was utilised in order to implement the use of video review. Action research was utilised purposely in order to effect change and to encourage a democratic approach to research. While this approach does not imply the development of universal knowledge, the interpretation of findings confirms that pre-service teacher development of a short looping videos enhanced the quality of reflection, improved the accuracy of instruction (in terms of movement) and resulted in a pedagogy suitable for instruction in challenging environments