Communicating Dynamic Behaviors in Basketball: The Role of Verbal Instructions and Arrow Symbols.
RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2020;
91:219-227. [PMID:
31647379 DOI:
10.1080/02701367.2019.1657553]
[Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/13/2019] [Accepted: 08/14/2019] [Indexed: 06/10/2023]
Abstract
Purpose: Guided by cognitive load theory and cognitive theory of multimedia learning, the purpose of this study was to evaluate players' ability to integrate dynamic information presented under different conditions: a verbal condition, in which instructions were given orally; a visual condition, in which instructions were shown using arrow symbols; and a redundant condition, in which both visual and verbal instructions were presented simultaneously. Method: In a 2 × 3 design, we asked basketball players with varied levels of skill (less-skilled, skilled) to rate their invested mental effort and to perform a recall test after learning from either the verbal, visual or redundant condition. Results: Results demonstrated that the less-skilled players benefited more from the redundant condition, whereas the skilled participants benefited more from the visual condition. Conclusion: Recommendations for improving instructional design techniques aimed at the transmission of tactical instructions in team games are proposed.
Collapse