The role of visuospatial abilities in memorizing animations among soccer players

Abstract

ObjectivesThe use of dynamic media such as animations for educational purposes in the sport field keeps growing. However, not adapting these information-enriched supports to learners’ perquisites can diminish their learning efficiency. In this paper, we studied the effect of visuospatial abilities (VSA) on the memorization of a dynamic tactical scene among soccer players.MethodsParticipants (N=48) performed a multitask VSA test (control test) to distinguish people with “high” and “low” VSA. Then, they were required to memorize and reproduce a dynamic sequence (main test).ResultsResults indicate a learning enhancer effect of VSA. Players with high VSA were more efficient in memorizing the sequence than those with low VSA.ConclusionResults suggest considering VSA in order to optimize learning from dynamic presentations even if participants belong to the same group. In addition, VSA training for athletes is recommended in order to enhance their learning of dynamic visual content.

Improving Soccer Players’ Memorization of Soccer Tactics: Effects of Visual Realism, Soccer Expertise, and Visuospatial Abilities

“…Concerning the effect of players’ VSA, we found that VSA played a key role in the memorization of soccer tactics. Consistent with the VSA enhancer effect (Ben Mahfoudh & Zoudji, 2020; 2021; Hegarty & Sims, 1994; Huk, 2006), our high-VSA players were more efficient in memorizing the tactical scenes than were our low-VSA players. Moreover, eye movement analyses revealed that, compared to low-VSA players, high-VSA players exhibited longer eye fixations followed by shorter and slower saccades which represent focal processing and conscious perception of the presentation’s key elements.…”

“…On the basis of prior research (Ida et al, 2012;Poplu et al, 2008), we expected no interaction effect between level of player expertise and visual realism. Third, consistent with the VSA enhancer effect (Ben Mahfoudh & Zoudji, 2020;Hegarty & Sims, 1994;Huk, 2006), we hypothesized that participants with high VSA would memorize the tactical scenes better than those with low-VSA and that high-VSA players would also benefit more from reduced visual realism than would those with low VSA (Çöltekin et al, 2017). We also expected that learners with high VSA would be more efficient in visual processing than those with low VSA (Chen & Yang, 2014;Park et al, 2015;Roach et al, 2017).…”

“…There is also some evidence that learners with high VSA develop more effective visual processing to deal with visual representations than do those with low VSA (Chen & Yang, 2014; Park et al, 2015; Roach et al, 2017). While previous sport studies (e.g., Ben Mahfoudh & Zoudji, 2020, 2021) supported a VSA enhancement effect on memorization of soccer animations, unresolved questions stem from findings that this enhancement effect may depend on the design of the presentations, including their degree of visual realism (Höffler, 2010; Höffler & Leutner, 2011). Non-sport-related studies have reported mixed outcomes from the interaction between learners’ VSA and presentation realism.…”

“…VSA are defined as the abilities to generate, retain, and manipulate abstract visual images (Lohman, 1979), and this ability depends, in turn, on such other abilities as being able to mentally manipulate static visual stimuli or reason about the movement of dynamic stimuli (D’Oliveira, 2004; Hegarty & Waller, 2005). Several studies provided evidence that VSA might enhance learning through dynamic visualizations (Ben Mahfoudh & Zoudji, 2020; 2021; Hegarty & Sims, 1994; Huk, 2006). These studies suggested that individuals with high VSA, compared to those with low VSA, are better-equipped to learn from dynamic visualizations because they possess additional cognitive and attentional resources to construct a precise mental model of the external presentation.…”