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.

Keywords: human movement; instructional designs; physical education; tactical learning; videos.

FIGURE 1

Screenshots showing the key steps of the basketball playing systems: (A) simple, (B) moderate, (C) complex (arrow symbols were incorporated in screenshots just to indicate the actions of play: dashed arrow = simple pass; solid arrow = movement; double solid arrow = layup; solid arrow with short perpendicular line = movement for screen).

FIGURE 2

Learning efficiency as a function of presentation speed and content complexity (A = low complexity, B = medium complexity, C = high complexity). The diagram is a representation after Kalyuga and Sweller (2005), where ME = mental effort, GP = game performance, SS-E = efficiency with a slow-speed, NS-E = efficiency with a normal-speed, and Ecr = critical efficiency.