Acquiring basketball plays through varied speeds of video demonstration: Effect of time of day.

The present study aimed to elucidate the effects of real-time versus slow-motion videos, as a function of time of day, on the acquisition of basketball plays. Fifty first-year sports science students (Mage = 18.82 y, SD = 0.49) were quasi-randomly allocated to either into 0.5 or 1.0 times normal video speed, attending morning (08:00-09:00 h) and late-afternoon (16:00-17:00 h) sessions. After measuring oral temperature (OT) and mood states (MS), participants observed a basketball system's evolution twice and completed two recall tests [game comprehension (GC) and game performance (GP) tests]. Afternoon sessions exacerbated higher OT, higher negative MS (e.g. anxiety and fatigue), and lower positive MS (i.e. vigor) compared to mornings (regardless of video speed). GC and GP were higher in the morning than in the afternoon, with real-time (p < 0.001, both) and slow-motion videos (p < 0.01 and p < 0.001, respectively). GC and GP were higher with slow-motion videos compared to real-time videos in morning and afternoon sessions (p < 0.01, both). The findings highlight the morning's superiority in the acquisition of motor knowledge from videos, due to mood disturbances and lower arousal levels. Additionally, the findings encourage teachers/coaches to communicate basketball plays through slow-motion videos, particularly in the morning.

The effect of dynamic versus static visualizations on acquisition of basketball game actions: a diurnal study.

This study aimed to examine the effect of time of day (TOD) on the acquisition of basketball game actions from dynamic and static visualizations in physical education students (novice practitioners). Participants were quasi-randomly assigned to three treatments (static pictures, enriched static-pictures, or video). Morning and late-afternoon sessions were conducted, involving study phases and immediate-recall tests [game comprehension (GC) test and game performance (GP) test]. Oral temperature (OT) and mood states (MS) were also measured. Compared to the morning, the results revealed that afternoon resulted in higher OT, higher negative MS (e.g., anxiety and fatigue), and lower positive MS (i.e., vigor) in all experimental conditions. Moreover, the results showed that: (a) GC and GP decreased throughout the day (regardless of treatments), (b) GC and GP were better with enriched static-pictures (with arrows) than with static pictures, at both TOD, and (c) the video resulted in better GC and GP than the two static presentations, at both TOD. This study (a) highlights the morning's superiority in the acquisition of motor skills from dynamic and static visualizations, due to mood disturbances and lower arousal levels, and (b) encourages basketball teachers to use video modeling by experts, particularly in the morning, for explaining tactical skills.

Using Coordinated Visual and Verbal Cues in Complex Multimedia Materials to Improve Tactical Learning in Soccer.

This study aimed to explore whether the use of coordinated visual and verbal cues in narrated diagrams would support novices in learning soccer scenes. Eighty female university students (Mage = 20 years, SD = 1.2) in physical education (PE) were randomly exposed to four multimedia material versions: (a) simple without cues, (b) simple with cues, (c) complex without cues, and (d) complex with cues. In the non-cued versions, students learned the evolution of soccer scenes via arrow-based diagrams accompanied by oral explanations. In the cued versions, game actions in narrations were spoken with a louder accent (verbal cueing), while at the same time, the corresponding arrows turned red in diagrams (visual cueing). After studying one of the four versions, participants were asked to complete immediate and delayed recall-reconstruction tests, and to indicate their attitudes towards instructional materials. The results demonstrate the instructional benefits of using coordinated dual-modality cues in the complex multimedia material, in terms of immediate (p = 0.03, d = 0.53) and delayed (p = 0.02, d = 0.85) recall performances. The findings encourage soccer teachers to verbalize game actions with a louder accent, while simultaneously coloring the corresponding arrows in the diagram when explaining complex game situations for novices.

Does warming up with different music tempos affect physical and psychological responses? The evidence from a chronobiological study.

BACKGROUND: This study examined the effects of listening to different music tempos during warm-up on short-term maximal performance and psychological responses, as a function of times of day (TOD). METHODS: Fifteen well trained subjects (93.75% were semi-professional soccer players) randomly performed the 30-s continuous jump test (CJ30) for three morning sessions (07h00) and three evening sessions (17h00), separated by 48h of recovery, each after a warm-up under three different conditions: without music (NO-M), with music at 60 bpm (LOW-M), and with music at 120-140 bpm (HIGH-M). The maximal jump height (Hmax), mean jump height of all jumps (Hmean), and fatigue index (FI %) were measured during CJ30. Feeling states (FS) were determined after warm-up, and body temperature was controlled before/after warm-up, as well as after CJ30. RESULTS: Data analysis showed that Hmax, Hmean, and body temperature were higher at 17h00 than 07h00 in all experimental conditions. Moreover, Hmax, Hmean and FS were better after warm-ups with LOW-M and HIGH-M compared to NO-M condition at both TOD, with a higher gain at 07h00. More importantly, Hmax, Hmean and FS were better after warm-up with HIGH-M than with LOW-M at both TOD, with a higher gain at 07h00. CONCLUSIONS: Although both music tempos were beneficial, warming-up with high music tempo (120-140 bpm) is better than warming-up with low music tempo (60 bpm) for improving short-term maximal performance and psychological responses whatever the TOD, especially in the morning hours.

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

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 (Mage = 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.

Gender Differences in Attention Adaptation after an 8-Week FIFA 11+ for Kids Training Program in Elementary School Children.

School-based exercise intervention is recognized as an optimal tool for enhancing attentional performance in healthy school children. However, gender differences in the training adaptation regarding attentional capacities have not been elucidated clearly in the current literature. This study aimed to investigate the effects of an 8-week Fédération Internationale de Football Association (FIFA) 11+ for Kids training program on attentional performance in schoolboys and girls. Based on a quasi-experimental design, fifty-two children registered in year five of elementary school were assigned into the following groups: training boys (n = 13), training girls (n = 13), control boys (n = 13), and control girls (n = 13). The training groups undertook an 8-week FIFA 11+ Kids intervention with a training frequency of five times per week, whereas the control groups were deprived of any exercise during the study period. All the participants maintained their regular physical activity and weekly physical education (PE) lessons (two 50-min lessons per week of school curriculum) during the training period. The Chinese version of the Attention Scale for Elementary School Children (ASESC) test was used for attentional assessment at the baseline and one week after the interventional period. The Kruskal-Wallis H test was used for between-group comparison, whereas the Wilcoxon signed-rank test was used for within-group comparison. Significant differences in total scale, focused attention, selective attention, and alternating attention were found in group comparisons (p < 0.001). Furthermore, the training children significantly increased their values in relation to total scale, focused attention, sustained attention, and selective attention (p < 0.05). Only training girls significantly improved their divided attention after the training period (p < 0.001, MD = -0.77, ES = -0.12). In conclusion, the FIFA 11+ for Kids is an effective school-based exercise intervention for attentional improvement in school children. The schoolgirls demonstrated a positive outcome regarding divided attention after the interventional period.

Improving Soccer Knowledge From Computerized Game Diagrams: Benefits of Sequential Instructional Arrows.

In this study, we used Cognitive Load Theory to examine the role of a sequential versus simultaneous presentation technique for learning tactical skills from computerized diagrams of soccer scenes with two levels of complexity. Young soccer players learned the evolution of soccer game systems from computer-based diagrams with three types of instructional arrows: simultaneous, sequential-without-tracing, and sequential-with-tracing. We randomly assigned participants to one of six experimental conditions (three arrow presentation methods by two levels of soccer scene complexity) and asked them to rate their invested mental efforts, complete a recall-reconstruction test, and indicate their attitudes, immediately after the learning phase. When diagram content complexity was low, the three types of arrow presentations had similar learning effects. However, when diagram content complexity was high, the two sequential means of presenting instructional arrows produced better learning outcomes (with a clear relative advantage for the sequential-with-tracing presentation). We also found that the sequential presentation of arrows elicited more positive player attitudes whatever the level of content complexity. Considering the better learning outcomes and improved player attitudes from sequential diagram presentations, soccer coaches should present computer-based instructional diagram arrows sequentially, rather than simultaneously. A sequential-with-tracing arrow presentation was particularly beneficial for learning complex team sport scenes.

Effect of listening to synchronous versus motivational music during warm-up on the diurnal variation of short-term maximal performance and subjective experiences.

Which type of music is better for improving short-term maximal performance (STMP) and subjective experiences, and under what conditions? The present study was designed to address this issue by investigating the effects of listening to synchronous versus motivational music during warm-up, as a function of time of day, on exercise performance. In a random order, 16 highly trained physical education students (male) performed the 30-s Continuous Jump (CJ30) during six sessions separated at minimum by 48 h of recovery: after two warm-ups with synchronous music (WUSM), after two warm-ups with motivational music (WUMM), and after two warm-ups without music (WUWM), at 07:00 and 17:00 h. The maximal jump height (Hmax), mean jump height of all jumps (Hmean), and fatigue index (F %) were measured during the test. Body temperature was collected before and after the warm-up, and at the end of the CJ30 test. The rated perceived exertion (RPE) and the feelings states (FS) were obtained immediately after the warm-up and the test. The results revealed that Hmean, Hmax, and temperature were higher at 17:00 than 07:00 h in all experimental conditions. Moreover, Hmean and Hmax were higher with WUSM and WUMM than WUWM at both times of day, with greater improvement in the morning. After performing the CJ30 test, RPE scores were higher with WUMM than WUWM at both times of day. Moreover, FS scores were more positive with WUMM than WUWM in the morning. Furthermore, WUMM resulted in better Hmax and Hmean at both times of day than WUSM. However, FS and RPE were independent of types of music. Findings suggested the use of music during warm-up to increase STMP, RPE, and FS at both times of day, and reduce the morning-afternoon difference in the CJ30 test. More importantly, a warm-up with motivational music is more beneficial than a warm-up with synchronous music for improving STMP, either in the morning or in the afternoon.

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

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.

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

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.

Listening to neutral or self-selected motivational music during warm-up to improve short-term maximal performance in soccer players: Effect of time of day.

The present experiment examined the effects of listening to different types of music during warm-up on the diurnal variation of short-term maximal performance (STMP) in soccer players, using a 3 × 2 mixed design with factors "Condition" (warm-up with self-selected motivational-music (WUMM) vs. warm-up with neutral-music (WUNM) vs. warm-up without-music (WUWM) and "Time of Day" (07 h00 vs. 17 h00). In a random order, twelve male soccer players performed a 5-m shuttle run test after a 10 min of WUMM, a 10 min of WUNM and a 10 min WUWM at 07 h00 and 17 h00. The higher distance (HD) and total distance (TD) were measured during the test, and the rated perceived exertion (RPE) and the feelings states (FS) were obtained immediately after the warm-up and the test. The results revealed that HD and TD were higher at 17 h00 than 07 h00 in all conditions (p < .01). At 07 h00 and 17 h00, TD and HD were higher after WUMM and WUNM than WUWM and after WUMM than WUNM (p < .01). This improvement was greater at 07 h00 than 17 h00 (e.g., 6.97% vs. 5.26% for TD). Moreover, FS were more positive after WUNM than WUWM only at 07 h00, after WUMM than WUWM at the two time-of-day (p < .01), and after WUMM than WUNM at 17 h00 (p < .01). After the 5-m shuttle run test, FS were more negative and the RPE scores were higher with WUMM than WUWM at 07 h00 (p < .01). The findings suggested that STMP and feelings depend on types of music listened during a warm-up. A warm-up with self-selected motivational-music improves STMP and feelings at 07 h00 and 17 h00 with greater enhancement in the morning. However, a warm-up with neutral-music improves STMP and feelings only at 07 h00.