Video feedback is a well-established aspect of performance analysis (PA), employed to evaluate and describe performance. However, there is a lack of research investigating how video feedback used during PA can best support athlete learning and development. This integrative review sought to consider empirical evidence that has examined the effect of video feedback as a facet of PA on learning in sport settings. Following PRISMA guidelines, literature searches were conducted using PsycInfo, PubMed, Scopus, SPORTDiscus and Web of Science databases. Sixteen articles from an initial yield of 5,838 met the inclusion criteria. The analysis identified limited research settings and designs. PA delivery, e.g. coach-led classroom sessions or self-led practice, and the environment PA is provided in (e.g. dependence on classroom-type sessions) appear to influence learning, whilst scheduling of feedback appears to encourage the retention of declarative knowledge but may not transfer to performance. Collaborative practices between coach and athlete may enhance engagement and involvement in the learning process. The main conclusions highlight the need for greater variety in experimental methods in future PA research. Frameworks are required to build better understanding of effective PA delivery. This review was retrospectively registered with the Open Science Network (OSF) Registries (https://osf.io/bqa6j).
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