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Rekik G, Belkhir Y, Jouira G, Chen YS, Kuo CD, Jarraya M. Acquiring basketball plays through varied speeds of video demonstration: Effect of time of day. Chronobiol Int 2024; 41:1093-1103. [PMID: 39037116 DOI: 10.1080/07420528.2024.2379579] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2023] [Revised: 04/30/2024] [Accepted: 07/08/2024] [Indexed: 07/23/2024]
Abstract
The present study aimed to elucidate the effects of real-time versus slow-motion videos, as a function of time of day, on the acquisition of basketball plays. Fifty first-year sports science students (Mage = 18.82 y, SD = 0.49) were quasi-randomly allocated to either into 0.5 or 1.0 times normal video speed, attending morning (08:00-09:00 h) and late-afternoon (16:00-17:00 h) sessions. After measuring oral temperature (OT) and mood states (MS), participants observed a basketball system's evolution twice and completed two recall tests [game comprehension (GC) and game performance (GP) tests]. Afternoon sessions exacerbated higher OT, higher negative MS (e.g. anxiety and fatigue), and lower positive MS (i.e. vigor) compared to mornings (regardless of video speed). GC and GP were higher in the morning than in the afternoon, with real-time (p < 0.001, both) and slow-motion videos (p < 0.01 and p < 0.001, respectively). GC and GP were higher with slow-motion videos compared to real-time videos in morning and afternoon sessions (p < 0.01, both). The findings highlight the morning's superiority in the acquisition of motor knowledge from videos, due to mood disturbances and lower arousal levels. Additionally, the findings encourage teachers/coaches to communicate basketball plays through slow-motion videos, particularly in the morning.
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Affiliation(s)
- Ghazi Rekik
- The Higher Institute of Sport and Physical Education, University of Sfax, Sfax, Tunisia
- Research Laboratory: Education, Motricité, Sport et Santé, EM2S, LR19JS01, University of Sfax, Sfax, Tunisia
- Tanyu Research Laboratory, Taipei, Taiwan
| | - Yosra Belkhir
- Research Laboratory: Education, Motricité, Sport et Santé, EM2S, LR19JS01, University of Sfax, Sfax, Tunisia
| | - Ghada Jouira
- Research Laboratory: Education, Motricité, Sport et Santé, EM2S, LR19JS01, University of Sfax, Sfax, Tunisia
| | - Yung-Sheng Chen
- Tanyu Research Laboratory, Taipei, Taiwan
- Department of Exercise and Health Sciences, University of Taipei, Taipei City, Taiwan
- High Performance Unit, Chinese Taipei Football Association, New Taipei City, Taiwan
- Exercise and Health Promotion Association, New Taipei City, Taiwan
| | - Cheng-Deng Kuo
- Tanyu Research Laboratory, Taipei, Taiwan
- Department of Medical Research, Taipei Veterans General Hospital, Taipei, Taiwan
| | - Mohamed Jarraya
- The Higher Institute of Sport and Physical Education, University of Sfax, Sfax, Tunisia
- Research Laboratory: Education, Motricité, Sport et Santé, EM2S, LR19JS01, University of Sfax, Sfax, Tunisia
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Rekik G, Jouira G, Belkhir Y, Jarraya M, Kuo CD, Chen YS. The effect of dynamic versus static visualizations on acquisition of basketball game actions: a diurnal study. Sci Rep 2023; 13:18077. [PMID: 37872241 PMCID: PMC10593838 DOI: 10.1038/s41598-023-45278-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2023] [Accepted: 10/18/2023] [Indexed: 10/25/2023] Open
Abstract
This study aimed to examine the effect of time of day (TOD) on the acquisition of basketball game actions from dynamic and static visualizations in physical education students (novice practitioners). Participants were quasi-randomly assigned to three treatments (static pictures, enriched static-pictures, or video). Morning and late-afternoon sessions were conducted, involving study phases and immediate-recall tests [game comprehension (GC) test and game performance (GP) test]. Oral temperature (OT) and mood states (MS) were also measured. Compared to the morning, the results revealed that afternoon resulted in higher OT, higher negative MS (e.g., anxiety and fatigue), and lower positive MS (i.e., vigor) in all experimental conditions. Moreover, the results showed that: (a) GC and GP decreased throughout the day (regardless of treatments), (b) GC and GP were better with enriched static-pictures (with arrows) than with static pictures, at both TOD, and (c) the video resulted in better GC and GP than the two static presentations, at both TOD. This study (a) highlights the morning's superiority in the acquisition of motor skills from dynamic and static visualizations, due to mood disturbances and lower arousal levels, and (b) encourages basketball teachers to use video modeling by experts, particularly in the morning, for explaining tactical skills.
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Affiliation(s)
- Ghazi Rekik
- High Institute of Sport and Physical Education, University of Sfax, Sfax, Tunisia
- Research Laboratory: Education, Motricité, Sport et Santé, EM2S, LR19JS01, High Institute of Sport and Physical Education, University of Sfax, Sfax, Tunisia
- Tanyu Research Laboratory, Taipei, 112, Taiwan
| | - Ghada Jouira
- Research Laboratory: Education, Motricité, Sport et Santé, EM2S, LR19JS01, High Institute of Sport and Physical Education, University of Sfax, Sfax, Tunisia
| | - Yosra Belkhir
- Research Laboratory: Education, Motricité, Sport et Santé, EM2S, LR19JS01, High Institute of Sport and Physical Education, University of Sfax, Sfax, Tunisia
| | - Mohamed Jarraya
- High Institute of Sport and Physical Education, University of Sfax, Sfax, Tunisia
- Research Laboratory: Education, Motricité, Sport et Santé, EM2S, LR19JS01, High Institute of Sport and Physical Education, University of Sfax, Sfax, Tunisia
| | - Cheng-Deng Kuo
- Tanyu Research Laboratory, Taipei, 112, Taiwan
- Department of Internal Medicine, Taipei Veterans General Hospital Hsinchu Branch, Hsinchu County, 310, Taiwan
- Department of Internal Medicine, Hsiao Chung-Cheng Healthcare Group, New Taipei City, 220, Taiwan
| | - Yung-Sheng Chen
- Tanyu Research Laboratory, Taipei, 112, Taiwan.
- Department of Exercise and Health Sciences, University of Taipei, No. 101, Sec. 2, Zhongcheng Rd., Shihlin Dist., Taipei City, 111, Taiwan.
- Exercise and Health Promotion Association, New Taipei City, 241, Taiwan.
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Tannoubi A, Ouergui I, Srem-Sai M, Hagan JE, Quansah F, Azaiez F. Effectiveness of Video Modeling in Improving Technical Skills in Young Novice Basketball Players: A Quasi-Experimental Study. CHILDREN (BASEL, SWITZERLAND) 2023; 10:children10040687. [PMID: 37189936 DOI: 10.3390/children10040687] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/08/2023] [Revised: 03/23/2023] [Accepted: 04/02/2023] [Indexed: 05/17/2023]
Abstract
(1) Objective: This is a quasi-experimental study that investigated the effect of four weeks of training sessions using video modeling (VM) on individual and collective technical skills in young novice basketball players. (2) Method: 20 players were equally assigned to either a control group (CG, n = 10; 12 ± 0.7 years) or a video modeling group (VMG, n = 10; 12.5 ± 0.5 years; visualizing videos before each session) were assessed before and after the four-week training period using the Basketball Skill Test of the American Alliance for Health, Physical Education, Recreation and Dance for individual techniques and three vs. three small-sided games for collective aspects. (3) Results: For the passing test, VMG induced higher performance than CG (p = 0.021; d = 0.87). For offensive balls post-intervention, higher values were recorded for VMG compared to CG (p = 0.003; d = 1.81). In addition, the number of attack balls index post-intervention was higher for VMG compared to CG (p = 0.001; d = 0.28). For losing the ball, VMG induced lower values than CG after the training intervention (p < 0.001; d = -3.23). The efficiency index was higher post-training compared to pre-training for VMG (p = 0.013; d = 1.24). (4) Conclusion: The study highlighted the importance of using video modeling as an effective strategy to improve technical skills and collective performance in novice young basketball players.
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Affiliation(s)
- Amayra Tannoubi
- High Institute of Sport and Physical Education of Kef, University of Jendouba, El Kef 7100, Tunisia
- Group for the Study of Development and Social Environment, Faculty of Human and Social Science of Sfax, Sfax 3000, Tunisia
| | - Ibrahim Ouergui
- High Institute of Sport and Physical Education of Kef, University of Jendouba, El Kef 7100, Tunisia
- Research Unit: Sports Science, Health and Movement, UR22JS01, University of Jendouba, El Kef 7100, Tunisia
| | - Medina Srem-Sai
- Department of Health, Physical Education, Recreation and Sports, University of Education, Winneba P.O. Box 25, Ghana
| | - John Elvis Hagan
- Department of Health, Physical Education and Recreation, University of Cape Coast, Cape Coast PMB TF0494, Ghana
- Neurocognition and Action-Biomechanics-Research Group, Faculty of Psychology and Sports Science, Bielefeld University, Postfach 10 01 31, 33501 Bielefeld, Germany
| | - Frank Quansah
- Department of Educational Foundations, University of Education, Winneba P.O. Box 25, Ghana
| | - Fairouz Azaiez
- Group for the Study of Development and Social Environment, Faculty of Human and Social Science of Sfax, Sfax 3000, Tunisia
- Department of Education, Higher Institute of Sport, and Physical Education of Gafsa, University of Gafsa, Gafsa 2100, Tunisia
- Postgraduate School of Public Health, Department of Health Sciences, University of Genoa, 16126 Genoa, Italy
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Individual differences in working memory capacity and conscious processing do not explain explicit and implicit learning outcomes in physical education. Hum Mov Sci 2022; 86:103003. [PMID: 36272202 DOI: 10.1016/j.humov.2022.103003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2022] [Revised: 08/30/2022] [Accepted: 09/24/2022] [Indexed: 11/04/2022]
Abstract
This study examined the effects of explicit versus implicit learning methods on motor learning and self-efficacy of 11-to 14-year old students (n = 81) practicing the basketball layup during physical education. The main aim was to test the effects of students' verbal working memory capacity (WMC) and propensity for conscious motor processing (CMP) on explicit and implicit learning outcomes. The students practiced basketball layups for three weeks (one session/week) during regular PE classes under practice conditions that either promoted explicit or implicit learning. Verbal WMC and CMP propensity were measured separately. At the posttest, students had significantly improved their layup performance and technique, and self-efficacy, but no differences were noted between the intervention groups (explicit vs. implicit). Students' verbal WMC and CMP propensity did not differentially predict the learning outcomes for the explicit or implicit learning groups. Therefore, in this PE setting, both explicit and implicit learning methods seemed to similarly improve movement skill. Further study is needed to examine under which conditions individual constraints such as verbal WMC and propensity for conscious processing influence the effects of explicit and implicit learning.
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Digital technology in physical education: a systematic review of research from 2009 to 2020. GERMAN JOURNAL OF EXERCISE AND SPORT RESEARCH 2022. [DOI: 10.1007/s12662-022-00848-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Abstract
AbstractDigital media is currently one of the defining topics in discussions about schools and teaching. In this context, there has been a wide range of research in physical education (PE) in areas such as health, gamification, and wearable technologies. This raises the question of the goals pursued by empirical studies regarding the use of digital media in PE. The present systematic review provides an overview of the state of research in English and German on the use of digital media in PE. To this end, the included studies were those published between 2009 and 2020 in journals or edited volumes or as dissertations. They were found in relevant databases, selected based on criterion-guided screening, and transferred to the synthesis. Overall, this systematic review presents the possibilities and limitations of digital media in PE and highlights the goals regarding the use of digital media in PE that are pursued by empirical studies in the categories of physical, cognitive, social, affective, and school framework conditions. While benefits from the usage of digital media in PE—such as in terms of motivation or improving sport-specific motor capabilities and skills—were identified, barriers regarding the preparation of PE teachers were also found. More specifically, the benefits of using digital media to achieve PE-related goals were in the foreground in many of the selected studies. However, only a few specifically addressed learning via media, including topics such as data protection and the effect that viewing images has on students’ self-concepts.
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Mezghanni N, Rekik G, Crowley-McHattan ZJ, Belkhir Y, Ayed RB, Hadadi A, Alzahrani TM, Kuo CD, Chen YS. Using Coordinated Visual and Verbal Cues in Complex Multimedia Materials to Improve Tactical Learning in Soccer. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:3365. [PMID: 35329051 PMCID: PMC8951231 DOI: 10.3390/ijerph19063365] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/01/2022] [Revised: 03/05/2022] [Accepted: 03/06/2022] [Indexed: 11/16/2022]
Abstract
This study aimed to explore whether the use of coordinated visual and verbal cues in narrated diagrams would support novices in learning soccer scenes. Eighty female university students (Mage = 20 years, SD = 1.2) in physical education (PE) were randomly exposed to four multimedia material versions: (a) simple without cues, (b) simple with cues, (c) complex without cues, and (d) complex with cues. In the non-cued versions, students learned the evolution of soccer scenes via arrow-based diagrams accompanied by oral explanations. In the cued versions, game actions in narrations were spoken with a louder accent (verbal cueing), while at the same time, the corresponding arrows turned red in diagrams (visual cueing). After studying one of the four versions, participants were asked to complete immediate and delayed recall-reconstruction tests, and to indicate their attitudes towards instructional materials. The results demonstrate the instructional benefits of using coordinated dual-modality cues in the complex multimedia material, in terms of immediate (p = 0.03, d = 0.53) and delayed (p = 0.02, d = 0.85) recall performances. The findings encourage soccer teachers to verbalize game actions with a louder accent, while simultaneously coloring the corresponding arrows in the diagram when explaining complex game situations for novices.
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Affiliation(s)
- Nourhen Mezghanni
- Department of Sport Sciences, College of Education, Taif University, Taif 21944, Saudi Arabia; (N.M.); (A.H.); (T.M.A.)
| | - Ghazi Rekik
- Tanyu Research Laboratory, Taipei 112, Taiwan;
- Research Laboratory—Education, Motricity, Sport and Health (LR19JS01), High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia;
| | - Zachary J. Crowley-McHattan
- Discipline of Sport and Exercise Science, Faculty of Health, Southern Cross University, Lismore 2480, Australia;
| | - Yosra Belkhir
- Research Laboratory—Education, Motricity, Sport and Health (LR19JS01), High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia;
- Department of Physical Education, Al-Udhailiyah Primary School for Girls, Kuwait City 085700, Kuwait
| | - Rayda Ben Ayed
- Laboratory of Molecular and Cellular Screening Processes, Center of Biotechnology of Sfax, Sfax University, Sfax 3000, Tunisia;
| | - Atyh Hadadi
- Department of Sport Sciences, College of Education, Taif University, Taif 21944, Saudi Arabia; (N.M.); (A.H.); (T.M.A.)
| | - Turki Mohsen Alzahrani
- Department of Sport Sciences, College of Education, Taif University, Taif 21944, Saudi Arabia; (N.M.); (A.H.); (T.M.A.)
| | - Cheng-Deng Kuo
- Tanyu Research Laboratory, Taipei 112, Taiwan;
- Department of Medicine, Taian Hospital, Taipei 104, Taiwan
- Department of Medical Research, Taipei Veterans General Hospital, Taipei 112, Taiwan
| | - Yung-Sheng Chen
- Tanyu Research Laboratory, Taipei 112, Taiwan;
- Department of Exercise and Health Sciences, University of Taipei, Taipei 111, Taiwan
- Exercise and Health Promotion Association, New Taipei City 241, Taiwan
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Rekik G, Belkhir Y, Mezghanni N, Jarraya M, Chen YS, Kuo CD. Learning Basketball Tactical Actions from Video Modeling and Static Pictures: When Gender Matters. CHILDREN (BASEL, SWITZERLAND) 2021; 8:children8111060. [PMID: 34828773 PMCID: PMC8618279 DOI: 10.3390/children8111060] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/18/2021] [Revised: 11/01/2021] [Accepted: 11/15/2021] [Indexed: 12/02/2022]
Abstract
Recent studies within the physical education domain have shown the superiority of dynamic visualizations over their static counterparts in learning different motor skills. However, the gender difference in learning from these two visual presentations has not yet been elucidated. Thus, this study aimed to explore the gender difference in learning basketball tactical actions from video modeling and static pictures. Eighty secondary school students (Mage = 15.28, SD = 0.49) were quasi-randomly (i.e., matched for gender) assigned to a dynamic condition (20 males, 20 females) and a static condition (20 males, 20 females). Immediately after watching either a static or dynamic presentation of the playing system (learning phase), participants were asked to rate their mental effort invested in learning, perform a game performance test, and complete the card rotations test (test phase). The results indicated that spatial ability (evaluated via the card rotations test) was higher in males than in female students (p < 0.0005). Additionally, an interaction of gender and type of visualization were identified, supporting the ability-as-compensator hypothesis: female students benefited particularly from video modeling (p < 0.0005, ES = 3.12), while male students did not (p > 0.05, ES = 0.36). These findings suggested that a consideration of a learner’s gender is crucial to further boost learning of basketball tactical actions from dynamic and static visualizations.
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Affiliation(s)
- Ghazi Rekik
- Research Laboratory: Education, Motricity, Sport and Health (LR19JS01), High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia; (G.R.); (M.J.)
- Tanyu Research Laboratory, Taipei 112, Taiwan
| | - Yosra Belkhir
- Department of Physical Education, Al-Udhailiyah Primary School for Girls, Al-Farwaniyah 085700, Kuwait;
- High Institute of Sport and Physical Education, Manouba University, Manouba 2010, Tunisia
| | - Nourhen Mezghanni
- Department of Physical Education and Sport Science, Taif University, Taif 26571, Saudi Arabia;
| | - Mohamed Jarraya
- Research Laboratory: Education, Motricity, Sport and Health (LR19JS01), High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia; (G.R.); (M.J.)
- High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia
| | - Yung-Sheng Chen
- Tanyu Research Laboratory, Taipei 112, Taiwan
- Department of Exercise and Health Sciences, University of Taipei, Taipei 111, Taiwan
- Exercise and Health Promotion Association, New Taipei City 241, Taiwan
- Correspondence: (Y.-S.C.); (C.-D.K.); Tel.: +886-2-2871-8288 (Y.-S.C.); +886-9-3298-1776 (C.-D.K.)
| | - Cheng-Deng Kuo
- Tanyu Research Laboratory, Taipei 112, Taiwan
- Department of Medical Research, Taipei Veterans General Hospital, Taipei 112, Taiwan
- Department of Medicine, Taian Hospital, Taipei 104, Taiwan
- Correspondence: (Y.-S.C.); (C.-D.K.); Tel.: +886-2-2871-8288 (Y.-S.C.); +886-9-3298-1776 (C.-D.K.)
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Rekik G, Belkhir Y, Jarraya M. Improving Soccer Knowledge From Computerized Game Diagrams: Benefits of Sequential Instructional Arrows. Percept Mot Skills 2021; 128:912-931. [PMID: 33402034 DOI: 10.1177/0031512520983083] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
In this study, we used Cognitive Load Theory to examine the role of a sequential versus simultaneous presentation technique for learning tactical skills from computerized diagrams of soccer scenes with two levels of complexity. Young soccer players learned the evolution of soccer game systems from computer-based diagrams with three types of instructional arrows: simultaneous, sequential-without-tracing, and sequential-with-tracing. We randomly assigned participants to one of six experimental conditions (three arrow presentation methods by two levels of soccer scene complexity) and asked them to rate their invested mental efforts, complete a recall-reconstruction test, and indicate their attitudes, immediately after the learning phase. When diagram content complexity was low, the three types of arrow presentations had similar learning effects. However, when diagram content complexity was high, the two sequential means of presenting instructional arrows produced better learning outcomes (with a clear relative advantage for the sequential-with-tracing presentation). We also found that the sequential presentation of arrows elicited more positive player attitudes whatever the level of content complexity. Considering the better learning outcomes and improved player attitudes from sequential diagram presentations, soccer coaches should present computer-based instructional diagram arrows sequentially, rather than simultaneously. A sequential-with-tracing arrow presentation was particularly beneficial for learning complex team sport scenes.
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Affiliation(s)
- Ghazi Rekik
- Research Laboratory: Education, Motricity, Sport and Health (LR19JS01), Sfax University, Sfax, Tunisia.,High Institute of Sport and Physical Education, Sfax University, Sfax, Tunisia
| | - Yosra Belkhir
- Research Laboratory: Education, Motricity, Sport and Health (LR19JS01), Sfax University, Sfax, Tunisia.,High Institute of Sport and Physical Education, Manouba University, Tunis, Tunisia.,Al-Udhailiyah Primary School for Girls, Department of Physical Education, Al-Farwaniyah, Kuwait
| | - Mohamed Jarraya
- Research Laboratory: Education, Motricity, Sport and Health (LR19JS01), Sfax University, Sfax, Tunisia.,High Institute of Sport and Physical Education, Sfax University, Sfax, Tunisia
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Rekik G, Belkhir Y, Jarraya M, Bouzid MA, Chen YS, Kuo CD. Uncovering the Role of Different Instructional Designs When Learning Tactical Scenes of Play through Dynamic Visualizations: A Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 18:E256. [PMID: 33396511 PMCID: PMC7794790 DOI: 10.3390/ijerph18010256] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/25/2020] [Revised: 12/23/2020] [Accepted: 12/28/2020] [Indexed: 11/16/2022]
Abstract
Dynamic visualizations such as videos or animations have been developed to exchange information that transforms over time across a broad range of professional/academic contexts. However, such visual tools may impose substantial demands on the learner's cognitive resources that are very limited in current knowledge. Cognitive load theory has been used to improve learning from dynamic visualizations by providing different instructional designs to manage learner cognitive load. This paper reviews a series of experimental studies assessing the effects of certain instructional designs on learning of tactical scenes of play through dynamic visualizations. An electronic database search was performed on the Web of Science and PubMed/Medline databases from inception to July 2020 using a combination of relevant keywords. Manual searches were also made. The search was limited to English language. A total of 515 records were screened by two researchers using the Population/Intervention/Comparison/Outcome(s) (PICO) criteria. The quality and validity of the included studies were assessed using "QualSyst". Learning indicators in students and/or players (male and female) at any age category and competitive level were considered. Eleven studies met the inclusion criteria for this review, which focused on the effects of four instructional designs (i.e., using static visualizations, employing sequential presentation, applying segmentation, and decreasing presentation speed) on learning various game systems through dynamic visualizations. These studies indicate that (i) the effectiveness of all instructional designs depend upon the level of learners' expertise when learning soccer/Australian football scenes through animations/videos, (ii) the effectiveness of using static visualizations instead of animations/videos showing soccer/basketball scenes depend upon the type of the depicted knowledge (i.e., motor knowledge or descriptive knowledge) for novice learners, (iii) the effectiveness of employing static visualizations and decreasing presentation speed when learning soccer/basketball scenes from animations/videos depend upon the level of content complexity, for novice learners. The current review demonstrated important practical implications for both coaches and physical education teachers using either animations and/or videos to communicate game systems. Indeed, findings suggested that adapting instructional designs to the level of learners' expertise, type of depicted knowledge, and level of content complexity is a crucial part of effective tactical learning from dynamic visualizations.
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Affiliation(s)
- Ghazi Rekik
- Research Laboratory: Education, Motricity, Sport and Health (LR19JS01), High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia; (G.R.); (Y.B.); (M.J.); (M.A.B.)
| | - Yosra Belkhir
- Research Laboratory: Education, Motricity, Sport and Health (LR19JS01), High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia; (G.R.); (Y.B.); (M.J.); (M.A.B.)
- Al-Udhailiyah Primary School for Girls, Al-Farwaniyah 085700, Kuwait
- High Institute of Sport and Physical Education, Manouba University, Manouba 2010, Tunisia
| | - Mohamed Jarraya
- Research Laboratory: Education, Motricity, Sport and Health (LR19JS01), High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia; (G.R.); (Y.B.); (M.J.); (M.A.B.)
- High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia
| | - Mohamed Amine Bouzid
- Research Laboratory: Education, Motricity, Sport and Health (LR19JS01), High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia; (G.R.); (Y.B.); (M.J.); (M.A.B.)
- High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia
| | - Yung-Sheng Chen
- Department of Exercise and Health Sciences, University of Taipei, Taipei 111, Taiwan
- Exercise and Health Promotion Association, New Taipei City 241, Taiwan
| | - Cheng-Deng Kuo
- Department of Medical Research, Taipei Veterans General Hospital, Taipei 112, Taiwan
- Department of Internal Medicine, Taian Hospital, Taipei 104, Taiwan
- Tanyu Research Laboratory, Taipei 112, Taiwan
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