Roure, CédricCédricRoureMéard, JacquesJacquesMéardLentillon-Kaestner, VanessaVanessaLentillon-KaestnerFlamme, XavierXavierFlammeDevillers, YvesYvesDevillersDupont, Jean-PhilippeJean-PhilippeDupont2020-09-232019-11-142020-09-232019-111475-939Xhttp://hdl.handle.net/20.500.12162/3311Although many studies in physical education and in gymnastics have revealed the positive impact of video feedback on students’ motivation, no study has considered the effects of video feedback use on students’ situational interest (SI). However, SI is typically viewed as a powerful moti- vator for students when they are engaged in a specific activity such as analysing video feedback. Thus, the purpose of this study was to compare the effects of video feedback use on students’ SI. Participants were 361 secondary school students who practised technical skills in gymnastics. They were assigned to three groups comparing various conditions of video feedback. They responded to the French 19-item SI scale after practis- ing the learning tasks. A multivariate analysis of variance was used to compare SI scores between the three groups. The results revealed the critical role physical education teachers play when using video feedback to enhance SI in gymnastics lessons.enType de référence::Article dans une revue scientifique10.1080/1475939X.2019.16826521747-5139