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. 2021 Nov 17;8(11):1060.
doi: 10.3390/children8111060.

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

Ghazi Rekik  1   2 , Yosra Belkhir  3   4 , Nourhen Mezghanni  5 , Mohamed Jarraya  1   6 , Yung-Sheng Chen  2   7   8 , Cheng-Deng Kuo  2   9   10
Affiliations

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

Ghazi Rekik et al. Children (Basel). .

Abstract

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.

Keywords: basketball; gender difference; motor learning; physical education; static pictures; video modeling.

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Conflict of interest statement

The authors declare no conflict of interest.

Figures

Figure 1
Figure 1
Sequence of four static pictures showing the four key steps of the basketball playing system.
Figure 2
Figure 2
Example of a card rotations test item.
Figure 3
Figure 3
Learning phase.
Figure 4
Figure 4
The game performance scores recorded for female and male students as a function of experimental conditions. # Significant difference between conditions for female students. † Significant difference between female and male students in the video modeling condition.
Figure 5
Figure 5
The mental effort scores recorded for female and male students as a function of experimental conditions. # Significant difference between conditions for female students. † Significant difference between female and male students in the static pictures condition.
Figure 6
Figure 6
Learning efficiency per experimental condition for high-content complexity, based on mental effort and comprehension performance. The diagram is a representation modeled after Kalyuga and Sweller [48], where VM-G = video modeling girls, VM-B = video modeling boys, SP-G = static pictures girls, SP-B = static pictures boys, GP = game performance, ME = mental effort, E = efficiency, Ecr = critical efficiency.
See this image and copyright information in PMC

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