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ObjectivesThe use of dynamic media such as animations for educational purposes in the sport field keeps growing. However, not adapting these information-enriched supports to learners’ perquisites can diminish their learning efficiency. In this paper, we studied the effect of visuospatial abilities (VSA) on the memorization of a dynamic tactical scene among soccer players.MethodsParticipants (N=48) performed a multitask VSA test (control test) to distinguish people with “high” and “low” VSA. Then, they were required to memorize and reproduce a dynamic sequence (main test).ResultsResults indicate a learning enhancer effect of VSA. Players with high VSA were more efficient in memorizing the sequence than those with low VSA.ConclusionResults suggest considering VSA in order to optimize learning from dynamic presentations even if participants belong to the same group. In addition, VSA training for athletes is recommended in order to enhance their learning of dynamic visual content.

Objectives Dynamic visualizations have become valuable assets in acquiring and improving sports skills. However, their instructional efficiency depends on their design and on learners’ cognitive abilities. Intending to improve learning sessions using these technologies, this study investigates the effects of visual realism and visuospatial abilities (VSA) on the memorization of soccer scenes. Methods Twenty-four soccer beginners first performed a multitask VSA test followed by the memorization and reproduction of three dynamic sequences with different levels of realism. An eye-tracking system was used in the memorization phase to record gaze behavior and identify the involved cognitive processes. Results Findings revealed that increasing visual realism disrupted learners’ memorization performance and visual processing. Moreover, learners with high-VSA were more efficient in memorizing soccer scenes than those with low-VSA and benefited more from reduced visual realism than low-VSA. Learners’ visual processing revealed that high-VSA were more focused on creating a mental representation of the content whereas low-VSA were rather visually guided when memorizing the scene. Conclusions Results imply considering learners’ VSA and adapting presentations’ visual realism to optimize tactical learning among beginners.

In this study we aimed to examine the effect of visual realism on soccer players’ memorization of soccer tactics according to their level of expertise and visuospatial abilities. We divided 48 volunteers into novice and expert soccer players and had them first perform a multitask visuospatial abilities (VSA) test and then undergo training with three dynamic soccer scenes, each presented with varied levels of realism (schematic, moderately realistic and highly realistic). We then tested players’ memorization and reproduction of the soccer scenes and measured their visual processing with eye-tracking glasses to identify their cognitive processes during memorization. We found that reducing visual realism improved visual processing and memorization when compared to higher realism (p < .001). Second, both higher (versus lower) player expertise and higher (versus lower) VSA influenced visual processing and enhanced memorization efficiency (p < .001). Third, there were significant interaction effects between visual realism, player expertise, and player VSA (p < .001) such that players with high VSA benefited more from reduced (versus accentuated) visual realism than did players with low-VSA. Thus, increasing visual realism can hinder tactical learning effectiveness, especially for learners who lack domain expertise and visuospatial abilities. Practically speaking, coaches and educators might improve their communications by tailoring tactical instructions to learners’ cognitive skills.

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