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

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.