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Learning a Motor Skill from Video and Static Pictures in Physical Education Students—Effects on Technical Performances, Motivation and Cognitive Load

Author

Listed:
  • Cyrine H’mida

    (High Institute of Sport and Physical Education, University of Sfax, Sfax 3000, Tunisia
    Research Laboratory: Education, Motricity, Sport Health, EM2S, LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax 3000, Tunisia)

  • Olivier Degrenne

    (UFR SESS-STAPS, Paris-East Créteil University, LIRTES (EA 7313), 94000 Créteil, France)

  • Nafaa Souissi

    (High Institute of Sport and Physical Education, University of Sfax, Sfax 3000, Tunisia
    Physical activity, Sport and health, UR18JS01, National Observatory of Sport, Tunis 1003, Tunisia)

  • Ghazi Rekik

    (Research Laboratory: Education, Motricity, Sport Health, EM2S, LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax 3000, Tunisia)

  • Khaled Trabelsi

    (High Institute of Sport and Physical Education, University of Sfax, Sfax 3000, Tunisia
    Research Laboratory: Education, Motricity, Sport Health, EM2S, LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax 3000, Tunisia)

  • Mohamed Jarraya

    (High Institute of Sport and Physical Education, University of Sfax, Sfax 3000, Tunisia
    Research Laboratory: Education, Motricity, Sport Health, EM2S, LR19JS01, High Institute of Sport and Physical Education of Sfax, University of Sfax, Sfax 3000, Tunisia
    Equally contributed as last authors.)

  • Nicola Luigi Bragazzi

    (School of Public Health, Department of Health Sciences (DISSAL), University of Genoa, 16132 Genoa, Italy
    Laboratory for Industrial and Applied Mathematics (LIAM), Department of Mathematics and Statistics, York University, Toronto, ON M3J 1P3, Canada
    Equally contributed as last authors.)

  • Aïmen Khacharem

    (UFR SESS-STAPS, Paris-East Créteil University, LIRTES (EA 7313), 94000 Créteil, France
    DeVisu (EA 2445), Polytechnic University of Hauts-de-France, 59313 Valenciennes, France
    Equally contributed as last authors.)

Abstract

The purpose of the current study was to compare the effectiveness of a video and three different formats of static pictures (simultaneous-permanent pictures, sequential-transient pictures and sequential-permanent pictures) on the acquisition and retention of a complex judo skill in novice young adults. One hundred and thirty-three first-year students in the certificate in Physical Education (PE) were randomly assigned to either: a static-simultaneous-permanent pictures condition ( n = 30), a static-sequential-transient pictures condition ( n = 29), a static-sequential permanent pictures condition ( n = 36) or a video condition ( n = 38). They were instructed to observe and reproduce a complex judo technique ( Ippon-Seoi-Nage ) immediately after the learning phase (including a sequence of three trials—the acquisition phase) and after one week without observation (the retention phase). The results showed that the continuous video generated better learning performances than all static pictures formats. Moreover, it has been shown that sequential-permanent pictures presentation was more effective than static simultaneous-permanent pictures and sequential-transient pictures. In addition to the human movement effect, complementary explanations in terms of cognitive load theory, perceptual continuity, mental animation and intrinsic motivation are suggested. Implications of the results for the effective design of instructional materials within PE context are discussed.

Suggested Citation

  • Cyrine H’mida & Olivier Degrenne & Nafaa Souissi & Ghazi Rekik & Khaled Trabelsi & Mohamed Jarraya & Nicola Luigi Bragazzi & Aïmen Khacharem, 2020. "Learning a Motor Skill from Video and Static Pictures in Physical Education Students—Effects on Technical Performances, Motivation and Cognitive Load," IJERPH, MDPI, vol. 17(23), pages 1-14, December.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:23:p:9067-:d:457000
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    References listed on IDEAS

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    1. Magdalena Mo Ching Mok & Ming-Kai Chin & Agata Korcz & Biljana Popeska & Christopher R. Edginton & Fatma Sacli Uzunoz & Hrvoje Podnar & Dané Coetzee & Luminita Georgescu & Arunas Emeljanovas & Milan P, 2020. "Brain Breaks® Physical Activity Solutions in the Classroom and on Attitudes toward Physical Activity: A Randomized Controlled Trial among Primary Students from Eight Countries," IJERPH, MDPI, vol. 17(5), pages 1-11, March.
    2. Agata Glapa & Joanna Grzesiak & Ida Laudanska-Krzeminska & Ming-Kai Chin & Christopher R. Edginton & Magdalena Mo Ching Mok & Michal Bronikowski, 2018. "The Impact of Brain Breaks Classroom-Based Physical Activities on Attitudes toward Physical Activity in Polish School Children in Third to Fifth Grade," IJERPH, MDPI, vol. 15(2), pages 1-11, February.
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