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

Cyrine H’mida, Olivier Degrenne, Nafaa Souissi, Ghazi Rekik, Khaled Trabelsi, Mohamed Jarraya, Nicola Luigi Bragazzi and Aïmen Khacharem
Additional contact information
Cyrine H’mida: High Institute of Sport and Physical Education, 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
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
Mohamed Jarraya: High Institute of Sport and Physical Education, University of Sfax, Sfax 3000, Tunisia
Nicola Luigi Bragazzi: School of Public Health, Department of Health Sciences (DISSAL), University of Genoa, 16132 Genoa, Italy
Aïmen Khacharem: UFR SESS-STAPS, Paris-East Créteil University, LIRTES (EA 7313), 94000 Créteil, France

IJERPH, 2020, vol. 17, issue 23, 1-14

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.

Keywords: human movement; video; sequentiality; static pictures; learning (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/1660-4601/17/23/9067/pdf (application/pdf)
https://www.mdpi.com/1660-4601/17/23/9067/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jijerp:v:17:y:2020:i:23:p:9067-:d:457000

Access Statistics for this article

IJERPH is currently edited by Ms. Jenna Liu

More articles in IJERPH from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().