Developing Tactical Skills through the Use of Static and Dynamic Soccer Visualizations: An Expert-Nonexpert Differences Investigation

Journal of Applied Sport Psychology

Volumn 25, Issue 3, 2013, Pages 326-340

  Khacharem, Aïmen ^a   Zoudji, Bachir ^b   Kalyuga, Slava ^c   Ripoll, Hubert ^a  

^a AIX MARSEILLE UNIVERSITY   (France)

^b UNIVERSITÉ DE VALENCIENNES   (France)

^c UNIVERSITY OF NEW SOUTH WALES   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84876301514     PISSN: 10413200     EISSN: 15331571     Source Type: Journal    
DOI: 10.1080/10413200.2012.735342     Document Type: Article

References (59)

1. Awan, R. N. and Stevens, B. 2005. " Learning from animated/static diagrams: learners opinions of CAL materials and environments ". In ICET 2005: Education and technology (track 495-004), Edited by: Montgomerie, T. C. and Parker, J. C. Calgary: ACTA Press.
2. Ayres, P. and Paas, F. 2007. Making instructional animations more effective: A cognitive load approach. Applied Cognitive Psychology, 21: 695-700.
3. Ayres, P., Kalyuga, S., Marcus, N. and Sweller, J. The conditions under which instructional animation may be effective. Paper presented at an International Workshop and Mini-conference, Open University of the Netherlands: Heerlen, The Netherlands,
4. Baddeley, A. 1986. Working memory, New York: Oxford University Press.
5. Beilock, S. L., Bertenthal, B. I., McCoy, A. M. and Carr, T. H. 2004. Haste does not always make waste: Expertise, direction of attention, and speed versus accuracy in performing sensorimotor skills. Psychonomic Bulletin & Review, 11: 373-379. Retrieved September 2, 2009 from www.ncbi.nlm.nih.gov.
6. Beilock, S. L., Carr, T. H., MacMahon, C. and Starkes, J. L. 2002. When paying attention becomes counterproductive: Impact of divided versus skill-focused attention on non-expert and experienced performance of sensorimotor skills. Journal of Experimental Psychology: Applied, 8: 6-16.
7. Bétrancourt, M. 2005. " The animation and interactivity principles in multimedia learning ". In The Cambridge handbook of multimedia learning, Edited by: Mayer, R. E. 287-296. New York: Cambridge University Press.
8. Boucheix, J.-M. and Schneider, E. 2009. Static and animated presentations in learning dynamic mechanical systems. Learning and Instruction, 19 (2): 112-127.
9. Bransford, J. D., Brown, A. L. and Cocking, R. R. 1999. How people learn: Mind, brain, experience, and school, Washington, DC: National Academy Press.
10. Canham, M. and Hegarty, M. 2010. Effects of knowledge and display design on comprehension of complex graphics. Learning and Instruction, 20: 155-166.
11. Chase, W. G. and Simon, H. A. 1973. Perception in chess. Cognitive Psychology, 4: 55-81.
12. Cohen, C. A. and Hegarty, M. 2007. Individual differences in use of an external visualization while performing an internal visualization task. Applied Cognitive Psychology, 21: 701-711.
13. Cohen, R. L. 1989. The effects of interference tasks on recency in the free recall of action events. Psychology Research, 51: 176-80.
14. Cowan, N. 2001. The magical number 4 in short-term memory: A reconsideration of mental storage capacity. Behavioral and Brain Sciences, 24: 87-185.
15. Didierjean, A. and Marmèche, E. 2005. Anticipatory representation of visual basketball scenes by novice and expert players. Visual Cognition, 12: 265-283.
16. Ericsson, K. A. and Lehmann, A. C. 1996. Expert and exceptional performance: Evidence of maximal adaptation to task. Annual Review of Psychology, 47: 273-305.
17. Garg, A. X., Norman, G. and Sperotable, L. 2001. How medical students learn spatial anatomy. The Lancet, 357: 363-364.
18. Garg, A. X., Norman, G. R., Sperotable, L. and Maheshwari, P. 1999. Do virtual computer models hinder anatomy learning?. Academic Medicine, 74: 87-89.
19. Gray, R. 2004. Attending to the execution of a complex sensorimotor skill: Expertise differences, choking and slumps. Journal of Experimental Psychology: Applied, 10: 42-54.
20. Hegarty, M., Canham, M. and Fabrikant, S. I. 2010. Thinking about the weather: How display salience and knowledge affect performance in a graphic inference task. Journal of Experimental Psychology: Learning, Memory and Cognition, 36: 37-53.
21. Hegarty, M. and & Waller, D. 2005. " Individual differences in spatial abilities ". In The Cambridge handbook of visuospatial thinking, Edited by: Shah, P. and Miyake, A. 121-169. Cambridge, UK; New York, NY: Cambridge University Press.
22. Hegarty, M., Kriz, S. and Cate, C. 2003. The roles of mental animations and external animations in understanding mechanical systems. Cognition & Instruction, 21: 325-360.
23. Höffler, T. N. and Leutner, D. 2007. Instructional animation versus static pictures: A meta-analysis. Learning and Instruction, 17: 722-738.
24. Jackson, R. C., Ashford, K. J. and Norsworthy, G. 2006. Attentional focus, dispositional reinvestment, and skilled motor performance under pressure. Journal of Sport & Exercise Psychology, 28: 49-68.
25. Kalyuga, S. 2005. " Prior knowledge principle ". In Cambridge handbook of multimedia learning, Edited by: Mayer, R. 325-337. New York: Cambridge University Press.
26. Kalyuga, S. 2006. Assessment of learners' organized knowledge structures in adaptive learning environments. Applied Cognitive Psychology, 20: 333-342.
27. Kalyuga, S. 2007. Expertise reversal effect and its implications for learner-tailored instruction. Educational PsychologyReview, 19: 509-539.
28. Kalyuga, S. 2008. Relative effectiveness of animated and static diagrams: An effect of learner prior knowledge. Computers in Human Behavior, 24: 852-861.
29. Kalyuga, S., Ayres, P., Chandler, P. and Sweller, J. 2003. The expertise reversal effect. Educational Psychologist, 38: 23-31.
30. Kalyuga, S., Chandler, P. and Sweller, J. 2000. Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology, 92: 126-136.
31. Kalyuga, S., Chandler, P. and Sweller, J. 2001. Learner experience and efficiency of instructional guidance. Educational Psychology, 21: 5-23.
32. Kalyuga, S., Rikers, R. and Paas, F. 2012. Educational implications of expertise reversal effects in learning and performance of complex cognitive and sensorimotor skills. Educational PsychologyReview, 24: 313-337.
33. Kalyuga, S. and Sweller, J. 2004. Measuring knowledge to optimize cognitive load factors during instruction. Journal of Educational Psychology, 96: 558-568.
34. Koroghlanian, C. and Klein, J. D. 2004. The effect of audio and animation in multimedia instruction. Journal of Educational Multimedia and Hypermedia, 14: 23-46.
35. Kozhevnikov, M., Hegarty, M. and Mayer, R. 2002. Revising the visualizer-verbalizer dimension: Evidence for two types of visualizers. Cognition & Instruction, 20: 37-77.
36. Kriz, S. and Hegarty, M. 2007. Top-down and bottom-up influences on learning from animations. International Journal of Human Computer Studies, 65, 911-930.
37. Lee, H., Plass, J. L. and Homer, B. D. 2006. Optimizing cognitive load for learning from computer-based science simulations. Journal of Educational Psychology, 98: 902-913.
38. Lewalter, D. 2003. Cognitive strategies for learning from static and dynamic visuals. Learning and Instruction, 13: 177-189.
39. Lowe, R. K. 1999. Extracting information from an animation during complex visual learning. European Journal of Psychology of Education, 14: 225-244.
40. Lowe, R. K. 2004. Interrogation of a dynamic visualization during learning. Learning and Instruction, 14: 257-274.
41. Lowe, R. K., Schnotz, W. and Rasch, T. 2011. Aligning affordances of graphics with learning task requirements. Applied Cognitive Psychology, 5: 452-459.
42. Mann, D. T. Y., Williams, A. M., Ward, P. and Janelle, C. M. 2007. Perceptual-cognitive expertise in sport: a meta-analysis. Journal of Sport and Exercise Psychology, 29: 457-478. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/17968048
43. Maxwell, J. P., Masters, R. S. W. and Eves, F. F. 2000. From novice to no know-how: a longitudinal study of implicit motor learning. Journal of Sports Sciences, 18: 111-120.
44. Mayer, R. E., DeLeeuw, K. E. and Ayres, P. 2007. Creating retroactive and proactive Interference in Multimedia Learning. Applied Cognitive Psychology, 21: 795-809.
45. Mayer, R. E., Hegarty, M., Mayer, S. and Campbell, J. 2005. When static media promotes active learning: Annotated illustrations versus narrated animations in multimedia instruction. Journal of Experimental Psychology: Applied, 11: 256-265.
46. Mayer, R. E. and Moreno, R. 2003. Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38: 43-52.
47. Moreno, R. and Mayer, R. E. 2007. Interactive multimodal learning environments. Educational PsychologyReview, 19: 309-326.
48. Narayanan, H. N. and Hegarty, M. 2002. Multimedia design for communication of dynamic information. International Journal of Human-Computer Studies, 57 (4): 279-315.
49. Paas, F. 1992. Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. Journal of Educational Psychology, 84: 429-434.
50. Paas, F., Renkl, A. and Sweller, J. 2003. Cognitive load theoryand instructional design. Recent developments, Educational Psychologist, 38: 1-4.
51. Paas, F., Renkl, A. and Sweller, J. 2004. Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture. Instructional Science, 32: 1-8.
52. Paas, F., Ven Gerven, P. W. M. and Wouters, P. 2007. Instructional efficiency of animation: Effects of interactivity through mental reconstruction of static key frames. Applied Cognitive Psychology, 21: 783-793.
53. Paas, F. and van Merriënboer, J. J. G. 1993. The efficiency of instructional conditions: An approach to combine mental-effort and performance measures. Human Factors, 35: 737-743.
54. Paas, F., Tuovinen, J. E., Tabbers, H. K. and Van Gerven, P. W. M. 2003. Cognitive load measurement as a means to advance cognitive load theory. Educational Psychologist, 38: 63-71.
55. Rieber, L. P. 1990. Using computer animated graphics with science instruction with children. Journal of Educational Psychology, 82: 135-140.
56. Schnotz, W. 2002. Enabling, facilitating and inhibiting effects in learning from animated pictures. Paper presented at the International Workshop on Dynamic Visualizations and Learning, Tübingen, Germany
57. Schnotz, W. and Lowe, R. 2008. " A unified view of learning from animated and static graphics ". In Learning with animations: Research implications for design, Edited by: Lowe, R. and Schnotz, W. 304-356. New York: Cambridge University Press.
58. Sweller, J., Ayres, P. and Kalyuga, S. 2011. Cognitive load theory, New York: Springer.
59. Tversky, B., Morrison, J. B. and Betrancourt, M. 2002. Animation: Can it facilitate?. International Journal of Human-Computer Studies, 57: 247-262.