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Using Video Modelling to Teach Motor Knowledge in a Physical Education Context: A Morning-Afternoon Differences Investigation

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Title: Using Video Modelling to Teach Motor Knowledge in a Physical Education Context: A Morning-Afternoon Differences Investigation
Language: English
Authors: Ghazi Rekik (ORCID 0000-0003-2293-048X), Yosra Belkhir, Ghada Jouira, Mohamed Jarraya, Cheng-Deng Kuo, Yung-Sheng Chen
Source: Education and Information Technologies. 2025 30(3):3067-3093.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 27
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Video Technology, Physical Education, Psychomotor Skills, Team Sports, Preservice Teacher Education, Time Factors (Learning), School Schedules, Psychological Patterns, Physical Education Teachers, Visual Aids
DOI: 10.1007/s10639-024-12902-w
ISSN: 1360-2357
1573-7608
Abstract: The current study was designed to investigate how varied time of day (ToD) could affect the acquisition of basketball game actions from different video formats. First-year physical education students (i.e., novice practitioners) were quasi-randomly assigned to three experimental conditions: continuous video, macro-segmented video, or micro-segmented video. Morning (between 08:00 and 09:00) and late afternoon (between 16:00 and 17:00) sessions were conducted, involving study phases (i.e., observation of the scenes of play) and immediate-recall tests (i.e., game comprehension test and game performance test). Oral temperature and mood states were also collected at the beginning of each session. Compared to the morning, the results revealed that afternoon hours resulted in higher oral temperature, higher negative mood states (e.g., anxiety and fatigue), and lower positive mood (i.e., vigor) in all experimental conditions. For both short-term learning tests, the results showed that: (i) students performed significantly better in the morning rather than in the late afternoon (regardless of video formats), (ii) students exposed to the two segmented videos performed better than those exposed to a continuous video at the two ToD (without any significant difference between macro-segmented and micro-segmented videos). The findings highlight the morning's superiority in the acquisition of motor knowledge from different video formats, due to mood disturbances and lower arousal levels. The present experiment encourage basketball teachers to use segmented videos, especially in the morning, to explain tactical information for novices.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1461479
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Ghazi+Rekik%22">Ghazi Rekik</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2293-048X">0000-0003-2293-048X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yosra+Belkhir%22">Yosra Belkhir</searchLink><br /><searchLink fieldCode="AR" term="%22Ghada+Jouira%22">Ghada Jouira</searchLink><br /><searchLink fieldCode="AR" term="%22Mohamed+Jarraya%22">Mohamed Jarraya</searchLink><br /><searchLink fieldCode="AR" term="%22Cheng-Deng+Kuo%22">Cheng-Deng Kuo</searchLink><br /><searchLink fieldCode="AR" term="%22Yung-Sheng+Chen%22">Yung-Sheng Chen</searchLink>
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Education%22">Physical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Psychomotor+Skills%22">Psychomotor Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Team+Sports%22">Team Sports</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Factors+%28Learning%29%22">Time Factors (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22School+Schedules%22">School Schedules</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Education+Teachers%22">Physical Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Aids%22">Visual Aids</searchLink>
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  Data: 10.1007/s10639-024-12902-w
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  Data: 1360-2357<br />1573-7608
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  Data: The current study was designed to investigate how varied time of day (ToD) could affect the acquisition of basketball game actions from different video formats. First-year physical education students (i.e., novice practitioners) were quasi-randomly assigned to three experimental conditions: continuous video, macro-segmented video, or micro-segmented video. Morning (between 08:00 and 09:00) and late afternoon (between 16:00 and 17:00) sessions were conducted, involving study phases (i.e., observation of the scenes of play) and immediate-recall tests (i.e., game comprehension test and game performance test). Oral temperature and mood states were also collected at the beginning of each session. Compared to the morning, the results revealed that afternoon hours resulted in higher oral temperature, higher negative mood states (e.g., anxiety and fatigue), and lower positive mood (i.e., vigor) in all experimental conditions. For both short-term learning tests, the results showed that: (i) students performed significantly better in the morning rather than in the late afternoon (regardless of video formats), (ii) students exposed to the two segmented videos performed better than those exposed to a continuous video at the two ToD (without any significant difference between macro-segmented and micro-segmented videos). The findings highlight the morning's superiority in the acquisition of motor knowledge from different video formats, due to mood disturbances and lower arousal levels. The present experiment encourage basketball teachers to use segmented videos, especially in the morning, to explain tactical information for novices.
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        PageCount: 27
        StartPage: 3067
    Subjects:
      – SubjectFull: Video Technology
        Type: general
      – SubjectFull: Physical Education
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      – SubjectFull: Psychomotor Skills
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      – SubjectFull: Team Sports
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      – SubjectFull: Physical Education Teachers
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      – SubjectFull: Visual Aids
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      – TitleFull: Using Video Modelling to Teach Motor Knowledge in a Physical Education Context: A Morning-Afternoon Differences Investigation
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