Rekik Ghazi, Belkhir Yosra, Mezghanni Nourhen, Jarraya Mohamed, Chen Yung-Sheng, Kuo Cheng-Deng
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.
Children (Basel). 2021 Nov 17;8(11):1060. doi: 10.3390/children8111060.
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 = 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 (), participants were asked to rate their mental effort invested in learning, perform a game performance test, and complete the card rotations test (). The results indicated that spatial ability (evaluated via the card rotations test) was higher in males than in female students ( < 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 ( < 0.0005, = 3.12), while male students did not ( > 0.05, = 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.
体育教育领域最近的研究表明，在学习不同运动技能方面，动态可视化比静态可视化更具优势。然而，从这两种视觉呈现方式中学习的性别差异尚未得到阐明。因此，本研究旨在探讨通过视频建模和静态图片学习篮球战术动作的性别差异。80名中学生（M = 15.28，SD = 0.49）被准随机（即按性别匹配）分配到动态组（20名男性，20名女性）和静态组（20名男性，20名女性）。在观看比赛系统的静态或动态呈现后，参与者被要求对他们在学习中投入的心理努力进行评分，进行一次比赛表现测试，并完成卡片旋转测试。结果表明，男性学生的空间能力（通过卡片旋转测试评估）高于女性学生（P < 0.0005）。此外，还发现了性别与可视化类型的交互作用，支持能力补偿假说：女学生尤其从视频建模中受益（P < 0.0005，d = 3.12），而男学生则不然（P > 0.05，d = 0.36）。这些发现表明，考虑学习者的性别对于进一步提高从动态和静态可视化中学习篮球战术动作的效果至关重要。
