Which Presentation Speed Is Better for Learning Basketball Tactical Actions Through Video Modeling Examples? The Influence of Content Complexity

Abstract

The present experiment examined the effect of content complexity on perceived cognitive load and game performance when learning basketball tactical actions from videos modeling examples displayed at different speeds. A two (presentation speed: slow vs. normal) × three (content complexity: low vs. medium vs. high) design between subjects was adopted in the experiment. Following the learning phase, 120 secondary school students were quasi-randomly assigned to six experimental conditions and required to rate their perceived cognitive and game performance. Data analyses revealed that for low complexity content, both speeds of presentation have similar effects on learning. Conversely, for medium and high complexity contents, participants exposed to the slow-presentation speed learned more efficiently than those exposed to the normal-presentation speed. The findings recommend the use of slow-speed videos when learning basketball tactical actions, particularly in playing systems with medium or high levels of complexity.

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

“…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.…”

“…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.…”

“…These investigations were conducted within physical education [ 2 , 13 , 51 ] or sports coaching [ 14 , 15 , 20 , 26 , 30 , 52 , 53 , 54 ] domains. Most of these studies were designed to evaluate the effects of these instructional designs on cognitive load, comprehension/recall accuracy (through a paper/pencil task), and/or game performance (during realistic situation) in order to obtain an indication of learning efficiency.…”

“…The participants of three studies [ 2 , 13 , 51 ] were novice students (males and females) recruited from Tunisian secondary school classes. They were aged between 15 and 16 years old.…”

“…Moreover, using a series of static pictures instead of realistic videos portraying motor skills in basketball induce similar effects on learning when the content complexity was low, and negative effects on learning when the content complexity was medium and/or high [ 13 ]. Furthermore, it was found that the instructional benefits of decreasing presentation speed of animations (showing descriptive knowledge in soccer) or realistic videos (showing motor skills in basketball) were present only when studying medium and/or high levels of content complexity [ 15 , 51 ].…”