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

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 adul...

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Autores principales: H’mida, Cyrine, Degrenne, Olivier, Souissi, Nafaa, Rekik, Ghazi, Trabelsi, Khaled, Jarraya, Mohamed, Bragazzi, Nicola Luigi, Khacharem, Aïmen
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7730545/
https://www.ncbi.nlm.nih.gov/pubmed/33291727
http://dx.doi.org/10.3390/ijerph17239067
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author H’mida, Cyrine
Degrenne, Olivier
Souissi, Nafaa
Rekik, Ghazi
Trabelsi, Khaled
Jarraya, Mohamed
Bragazzi, Nicola Luigi
Khacharem, Aïmen
author_facet H’mida, Cyrine
Degrenne, Olivier
Souissi, Nafaa
Rekik, Ghazi
Trabelsi, Khaled
Jarraya, Mohamed
Bragazzi, Nicola Luigi
Khacharem, Aïmen
author_sort H’mida, Cyrine
collection PubMed
description 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.
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spelling pubmed-77305452020-12-12 Learning a Motor Skill from Video and Static Pictures in Physical Education Students—Effects on Technical Performances, Motivation and Cognitive Load H’mida, Cyrine Degrenne, Olivier Souissi, Nafaa Rekik, Ghazi Trabelsi, Khaled Jarraya, Mohamed Bragazzi, Nicola Luigi Khacharem, Aïmen Int J Environ Res Public Health Article 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. MDPI 2020-12-04 2020-12 /pmc/articles/PMC7730545/ /pubmed/33291727 http://dx.doi.org/10.3390/ijerph17239067 Text en © 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
H’mida, Cyrine
Degrenne, Olivier
Souissi, Nafaa
Rekik, Ghazi
Trabelsi, Khaled
Jarraya, Mohamed
Bragazzi, Nicola Luigi
Khacharem, Aïmen
Learning a Motor Skill from Video and Static Pictures in Physical Education Students—Effects on Technical Performances, Motivation and Cognitive Load
title Learning a Motor Skill from Video and Static Pictures in Physical Education Students—Effects on Technical Performances, Motivation and Cognitive Load
title_full Learning a Motor Skill from Video and Static Pictures in Physical Education Students—Effects on Technical Performances, Motivation and Cognitive Load
title_fullStr Learning a Motor Skill from Video and Static Pictures in Physical Education Students—Effects on Technical Performances, Motivation and Cognitive Load
title_full_unstemmed Learning a Motor Skill from Video and Static Pictures in Physical Education Students—Effects on Technical Performances, Motivation and Cognitive Load
title_short Learning a Motor Skill from Video and Static Pictures in Physical Education Students—Effects on Technical Performances, Motivation and Cognitive Load
title_sort learning a motor skill from video and static pictures in physical education students—effects on technical performances, motivation and cognitive load
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7730545/
https://www.ncbi.nlm.nih.gov/pubmed/33291727
http://dx.doi.org/10.3390/ijerph17239067
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