Learning Basketball Tactical Actions from Video Modeling and Static Pictures: When Gender Matters

Children

Nourhen Mezghanni¹  Yosra Belkhir²  Ghazi Rekik³  Mohamed Jarraya³  Yung-Sheng Chen⁴  Cheng-Deng Kuo⁴ 

[1] Department of Physical Education and Sport Science, Taif University, Taif 26571, Saudi Arabia;Department of Physical Education, Al-Udhailiyah Primary School for Girls, Al-Farwaniyah 085700, Kuwait;Research Laboratory: Education, Motricity, Sport and Health (LR19JS01), High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia;Tanyu Research Laboratory, Taipei 112, Taiwan;

关键词: video modeling;    static pictures;    motor learning;    gender difference;    basketball;    physical education;   

DOI  :  10.3390/children8111060

来源: DOAJ

【 摘 要 】

Recent studies within the physical education domain have shown the superiority of dynamic visualizations over their static counterparts in learning different motor skills. However, the gender difference in learning from these two visual presentations has not yet been elucidated. Thus, this study aimed to explore the gender difference in learning basketball tactical actions from video modeling and static pictures. Eighty secondary school students (M_age = 15.28, SD = 0.49) were quasi-randomly (i.e., matched for gender) assigned to a dynamic condition (20 males, 20 females) and a static condition (20 males, 20 females). Immediately after watching either a static or dynamic presentation of the playing system (learning phase), participants were asked to rate their mental effort invested in learning, perform a game performance test, and complete the card rotations test (test phase). The results indicated that spatial ability (evaluated via the card rotations test) was higher in males than in female students (p < 0.0005). Additionally, an interaction of gender and type of visualization were identified, supporting the ability-as-compensator hypothesis: female students benefited particularly from video modeling (p < 0.0005, ES = 3.12), while male students did not (p > 0.05, ES = 0.36). These findings suggested that a consideration of a learner’s gender is crucial to further boost learning of basketball tactical actions from dynamic and static visualizations.

【 授权许可】

Unknown