The effect of visualization format and content complexity on acquisition of tactical actions in basketball

Rekik, Ghazi; Khacharem, Aïmen; Belkhir, Yosra; Bali, Naila; Jarraya, Mohamed

doi:10.1016/j.lmot.2018.12.001

Cited by 16 publications

(26 citation statements)

References 43 publications

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“…The main characteristics of selected studies are given in Table 2 . The included studies are focused, particularly, on the effects of four instructional designs when learning tactical scenes of play in basketball [ 2 , 13 , 51 ], soccer [ 14 , 15 , 20 , 26 , 30 , 52 , 53 ], and Australian football [ 54 ] through dynamic visualizations. One study [ 20 ] examined the effect of employing sequential presentation.…”

Section: Resultsmentioning

confidence: 99%

“…One study [ 20 ] examined the effect of employing sequential presentation. Six studies [ 2 , 13 , 14 , 26 , 52 , 53 ] tested the effect of using static visualizations. Four studies explored the effect of decreasing presentation speed [ 14 , 15 , 51 , 54 ], and one study [ 30 ] examined the effect of using segmentation technique.…”

Section: Resultsmentioning

confidence: 99%

“…Thirdly, they can show the micro-steps of the dynamic phenomenon, while offering a concrete and global view [ 9 ] and avoiding the process of mental inference [ 10 ]. Fourthly, recent findings indicated that using dynamic visualizations in instructional contexts could be relevant for improving learners’ attitudes such as motivation and engagement [ 11 , 12 , 13 ]. In team-sport domain, dynamic presentation formats are expected to improve learners’ tactical knowledge by delivering directly visuo-spatial information (e.g., the players and the ball) and temporal, change-related information (e.g., the players’ movement) that helps the observer establish an appropriate internal representation of an ideal unfolding play [ 14 , 15 ].…”

Section: Introductionmentioning

confidence: 99%

“…However, as mentioned above, learning from dynamic visualizations could be a challenging task, because such visual tools may impose substantial demands on the learner’s cognitive resources that are very limited in current knowledge [ 18 , 23 ]. In this context, based on CLT, some past scientific works [ 2 , 13 , 15 ] have explored the effects of a variety of design techniques (without adding any oral/written explanations) on learning of tactical scenes from dynamic visualizations. Yet, research into the instructional and/or cognitive effects of these techniques has obtained mixed results.…”

Section: Introductionmentioning

confidence: 99%

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Uncovering the Role of Different Instructional Designs When Learning Tactical Scenes of Play through Dynamic Visualizations: A Systematic Review

Rekik

Belkhir

Jarraya

et al. 2020

IJERPH

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Dynamic visualizations such as videos or animations have been developed to exchange information that transforms over time across a broad range of professional/academic contexts. However, such visual tools may impose substantial demands on the learner’s cognitive resources that are very limited in current knowledge. Cognitive load theory has been used to improve learning from dynamic visualizations by providing different instructional designs to manage learner cognitive load. This paper reviews a series of experimental studies assessing the effects of certain instructional designs on learning of tactical scenes of play through dynamic visualizations. An electronic database search was performed on the Web of Science and PubMed/Medline databases from inception to July 2020 using a combination of relevant keywords. Manual searches were also made. The search was limited to English language. A total of 515 records were screened by two researchers using the Population/Intervention/Comparison/Outcome(s) (PICO) criteria. The quality and validity of the included studies were assessed using “QualSyst”. Learning indicators in students and/or players (male and female) at any age category and competitive level were considered. Eleven studies met the inclusion criteria for this review, which focused on the effects of four instructional designs (i.e., using static visualizations, employing sequential presentation, applying segmentation, and decreasing presentation speed) on learning various game systems through dynamic visualizations. These studies indicate that (i) the effectiveness of all instructional designs depend upon the level of learners’ expertise when learning soccer/Australian football scenes through animations/videos, (ii) the effectiveness of using static visualizations instead of animations/videos showing soccer/basketball scenes depend upon the type of the depicted knowledge (i.e., motor knowledge or descriptive knowledge) for novice learners, (iii) the effectiveness of employing static visualizations and decreasing presentation speed when learning soccer/basketball scenes from animations/videos depend upon the level of content complexity, for novice learners. The current review demonstrated important practical implications for both coaches and physical education teachers using either animations and/or videos to communicate game systems. Indeed, findings suggested that adapting instructional designs to the level of learners’ expertise, type of depicted knowledge, and level of content complexity is a crucial part of effective tactical learning from dynamic visualizations.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Uncovering the Role of Different Instructional Designs When Learning Tactical Scenes of Play through Dynamic Visualizations: A Systematic Review

Rekik

Belkhir

Jarraya

et al. 2020

IJERPH

Self Cite

View full text Add to dashboard Cite

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“…Zabicki et al, 2019 analysis of spatial patterns of neuronal activity in imaginary actions as measured by functional magnetic resonance imaging (fMRI) revealed significant positive correlations between the subjective impression of motor imagery vividness and objective physiological markers. Rekik et al (2019) obtained benefits from using dynamic visualizations in the learning of tactical moves in basketball. Ruffino et al (2019) proposed visualization as a method for preventing the deterioration of motor skills and found that mental training with motor images was beneficial in retaining improvements in performance after physical exercise in the elderly.…”

Section: Introductionmentioning

confidence: 99%

Spanish Version of the Plymouth Sensory Imagery Questionnaire

Pérez-Fabello

Campos

2020

Front. Psychol.

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Objective: The current interest in mental imagery in fields such as sport and physical training, health, education, underscore the need for designing general measures of imagery vividness that include different sensorial modalities such as the Plymouth Sensory Imagery Questionnaire (Psi-Q; Andrade et al., 2014). The Psi-Q measures imagery vividness in seven sensorial modalities with a factorial structure of seven factors corresponding to the sensorial modalities, and has good internal consistency. The aim of the present study was to translate the Psi-Q into Spanish and to assess its psychometric properties. Methods: The questionnaire was back-translated, and administered to 394 fine arts undergraduates. Moreover, this test was compared to other questionnaires measuring different types de imagery. Results: A confirmatory factor analysis found that the Psi-Q had seven factors (vision, sound, smell, taste, touch, bodily sensation, and emotional feeling) with results similar to the original test. Values suggested a better fit for the model of the short version. The internal consistency values were 0.93 for the long and 0.89 for the short test. The Psi-Q subscales correlated significantly (p < 0.01) with the total of the Betts' QMI subscales, and the VVIQ, with the highest significance observed between the Psi-Q Touch and Betts' QMI Cutaneous (r = −0.57), and between the Psi-Q Olfactory and Betts' QMI Smell (r = −0.56). Owing to its novelty, the high correlation and significance (p < 0.01) between Psi-Q Vision and the OSIVQ Object (r = 0.36) is worth noting. Conclusion: The Spanish version of the Psi-Q was an adequate measure for evaluating different sensorial modalities of imagery vividness, and exhibited similar psychometric properties to those of the original version. The growing interest in mental imagery in different fields of application justifies the need for adapting the Psi-Q for the Spanish speaking population. This questionnaire is a valuable tool for the understanding of imagery as a psychological process, and as a variable influencing other processes.

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Using video modelling to teach motor knowledge in a physical education context: A morning-afternoon differences investigation

Rekik,

Belkhir,

Jouira

et al. 2024

Educ Inf Technol

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The effect of visualization format and content complexity on acquisition of tactical actions in basketball

Cited by 16 publications

References 43 publications

Uncovering the Role of Different Instructional Designs When Learning Tactical Scenes of Play through Dynamic Visualizations: A Systematic Review

Uncovering the Role of Different Instructional Designs When Learning Tactical Scenes of Play through Dynamic Visualizations: A Systematic Review

Spanish Version of the Plymouth Sensory Imagery Questionnaire

Using video modelling to teach motor knowledge in a physical education context: A morning-afternoon differences investigation

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