# Self-video modeling combined with self-feedback in youth sport: an opinion on cognitive load, attention, and learning design

## TL;DR

This paper explores how structured self-video modeling helps youth athletes learn better by managing attention and cognitive load.

## Contribution

The novel contribution is a conceptual framework showing how structured video features improve learning outcomes in youth sports.

## Key findings

- Structured video features like segmentation and cueing support attentional control and self-feedback.
- Designed videos lead to better skill acquisition and reduced cognitive overload in youth athletes.
- Functional learning outcomes are achieved through age-appropriate instructional design.

## Abstract

Conceptual framework illustrating self-video modeling as an instructional design tool in youth sport. Structured video features (segmentation, cueing, and guided reflection) support attentional control, self-feedback, and cognitive load regulation, leading to functional learning outcomes compared with unstructured video viewing.Infographic titled “Self-Video Modeling as an Instructional Design Tool in Youth Sport” illustrates objectives, mechanisms, design pathways, and outcomes of self-video modeling for youth aged ten to seventeen. Central mechanisms include cognitive load, attentional control, and self-feedback. Two design pathways are compared: designed video (with segmentation, cueing, guided reflection) and unstructured video (full footage, multiple cues, no guidance). Designed video supports skill acquisition, better decisions, reduced cognitive overload, and age-appropriate learning, with each benefit also highlighted under functional learning outcomes through icons and short text. Cartoon illustrations of youth viewing and recording sports are included throughout.

Conceptual framework illustrating self-video modeling as an instructional design tool in youth sport. Structured video features (segmentation, cueing, and guided reflection) support attentional control, self-feedback, and cognitive load regulation, leading to functional learning outcomes compared with unstructured video viewing.