Research Laboratory: Education, Motricity, Sport and Health (LR19JS01), Sfax University, Sfax, Tunisia.
High Institute of Sport and Physical Education, Sfax University, Sfax, Tunisia.
Percept Mot Skills. 2021 Apr;128(2):912-931. doi: 10.1177/0031512520983083. Epub 2021 Jan 5.
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.
在这项研究中，我们运用认知负荷理论，考察了在学习具有两种复杂程度的足球场景的计算机化图表中的战术技能时，顺序呈现与同时呈现技术的作用。年轻足球运动员通过三种类型的教学箭头（同时、无追踪顺序和有追踪顺序）从基于计算机的图表中学习足球比赛系统的演变。我们将参与者随机分配到六个实验条件之一（箭头呈现方法的三种和足球场景复杂程度的两种），并要求他们在学习阶段结束后立即评估他们投入的心理努力、完成回忆-重构测试，并表达他们的态度。当图表内容的复杂程度较低时，三种类型的箭头呈现方式具有相似的学习效果。然而，当图表内容的复杂程度较高时，两种呈现教学箭头的顺序方法产生了更好的学习效果（有追踪顺序呈现方式的明显相对优势）。我们还发现，无论内容复杂程度如何，箭头的顺序呈现方式都能引起更积极的球员态度。考虑到顺序呈现图表带来的更好的学习效果和改善的球员态度，足球教练应该按顺序而不是同时呈现基于计算机的教学图表箭头。有追踪顺序呈现的箭头特别有益于学习复杂的团队运动场景。
