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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.

The present experiment examined the effects of listening to different types of music during warm-up on the diurnal variation of short-term maximal performance (STMP) in soccer players, using a 3 × 2 mixed design with factors "Condition" (warm-up with self-selected motivational-music (WUMM) vs. warm-up with neutral-music (WUNM) vs. warm-up without-music (WUWM) and "Time of Day" (07 h00 vs. 17 h00). In a random order, twelve male soccer players performed a 5-m shuttle run test after a 10 min of WUMM, a 10 min of WUNM and a 10 min WUWM at 07 h00 and 17 h00. The higher distance (HD) and total distance (TD) were measured during the test, and the rated perceived exertion (RPE) and the feelings states (FS) were obtained immediately after the warm-up and the test. The results revealed that HD and TD were higher at 17 h00 than 07 h00 in all conditions (p .01). At 07 h00 and 17 h00, TD and HD were higher after WUMM and WUNM than WUWM and after WUMM than WUNM (p .01). This improvement was greater at 07 h00 than 17 h00 (e.g., 6.97% vs. 5.26% for TD). Moreover, FS were more positive after WUNM than WUWM only at 07 h00, after WUMM than WUWM at the two time-of-day (p .01), and after WUMM than WUNM at 17 h00 (p .01). After the 5-m shuttle run test, FS were more negative and the RPE scores were higher with WUMM than WUWM at 07 h00 (p .01). The findings suggested that STMP and feelings depend on types of music listened during a warm-up. A warm-up with self-selected motivational-music improves STMP and feelings at 07 h00 and 17 h00 with greater enhancement in the morning. However, a warm-up with neutral-music improves STMP and feelings only at 07 h00.

This study examined the effects of listening to different music tempos during warm-up on short-term maximal performance and psychological responses, as a function of times of day (TOD).Fifteen well trained subjects (93.75% were semi-professional soccer players) randomly performed the 30-s continuous jump test (CJinf30/inf) for three morning sessions (07h00) and three evening sessions (17h00), separated by 48h of recovery, each after a warm-up under three different conditions: without music (NO-M), with music at 60 bpm (LOW-M), and with music at 120-140 bpm (HIGH-M). The maximal jump height (Hinfmax/inf), mean jump height of all jumps (Hinfmean/inf), and fatigue index (FI %) were measured during CJinf30/inf. Feeling states (FS) were determined after warm-up, and body temperature was controlled before/after warm-up, as well as after CJinf30/inf.Data analysis showed that Hinfmax/inf, Hinfmean/inf, and body temperature were higher at 17h00 than 07h00 in all experimental conditions. Moreover, Hinfmax/inf, Hinfmean/infand FS were better after warm-ups with LOW-M and HIGH-M compared to NO-M condition at both TOD, with a higher gain at 07h00. More importantly, Hinfmax/inf, Hinfmean/infand FS were better after warm-up with HIGH-M than with LOW-M at both TOD, with a higher gain at 07h00.Although both music tempos were beneficial, warming-up with high music tempo (120-140 bpm) is better than warming-up with low music tempo (60 bpm) for improving short-term maximal performance and psychological responses whatever the TOD, especially in the morning hours.

Which type of music is better for improving short-term maximal performance (STMP) and subjective experiences, and under what conditions? The present study was designed to address this issue by investigating the effects of listening to synchronous

This study aimed to explore whether the use of coordinated visual and verbal cues in narrated diagrams would support novices in learning soccer scenes. Eighty female university students (Mage = 20 years, SD = 1.2) in physical education (PE) were randomly exposed to four multimedia material versions: (a) simple without cues, (b) simple with cues, (c) complex without cues, and (d) complex with cues. In the non-cued versions, students learned the evolution of soccer scenes via arrow-based diagrams accompanied by oral explanations. In the cued versions, game actions in narrations were spoken with a louder accent (verbal cueing), while at the same time, the corresponding arrows turned red in diagrams (visual cueing). After studying one of the four versions, participants were asked to complete immediate and delayed recall–reconstruction tests, and to indicate their attitudes towards instructional materials. The results demonstrate the instructional benefits of using coordinated dual-modality cues in the complex multimedia material, in terms of immediate (p = 0.03, d = 0.53) and delayed (p = 0.02, d = 0.85) recall performances. The findings encourage soccer teachers to verbalize game actions with a louder accent, while simultaneously coloring the corresponding arrows in the diagram when explaining complex game situations for novices.

Dynamic visualizations such as videos or animations have been developed to exchange information that transforms over time across a broad range of professional/academic contexts. However, such visual tools may impose substantial demands on the learner’s cognitive resources that are very limited in current knowledge. Cognitive load theory has been used to improve learning from dynamic visualizations by providing different instructional designs to manage learner cognitive load. This paper reviews a series of experimental studies assessing the effects of certain instructional designs on learning of tactical scenes of play through dynamic visualizations. An electronic database search was performed on the Web of Science and PubMed/Medline databases from inception to July 2020 using a combination of relevant keywords. Manual searches were also made. The search was limited to English language. A total of 515 records were screened by two researchers using the Population/Intervention/Comparison/Outcome(s) (PICO) criteria. The quality and validity of the included studies were assessed using “QualSyst”. Learning indicators in students and/or players (male and female) at any age category and competitive level were considered. Eleven studies met the inclusion criteria for this review, which focused on the effects of four instructional designs (i.e., using static visualizations, employing sequential presentation, applying segmentation, and decreasing presentation speed) on learning various game systems through dynamic visualizations. These studies indicate that (i) the effectiveness of all instructional designs depend upon the level of learners’ expertise when learning soccer/Australian football scenes through animations/videos, (ii) the effectiveness of using static visualizations instead of animations/videos showing soccer/basketball scenes depend upon the type of the depicted knowledge (i.e., motor knowledge or descriptive knowledge) for novice learners, (iii) the effectiveness of employing static visualizations and decreasing presentation speed when learning soccer/basketball scenes from animations/videos depend upon the level of content complexity, for novice learners. The current review demonstrated important practical implications for both coaches and physical education teachers using either animations and/or videos to communicate game systems. Indeed, findings suggested that adapting instructional designs to the level of learners’ expertise, type of depicted knowledge, and level of content complexity is a crucial part of effective tactical learning from dynamic visualizations.