Bachir Zoudji

Improving learning from animated soccer scenes: Evidence for the expertise reversal effect

Abstract In two experiments, we investigated how animation of play (soccer) should be designed in order to avoid the high cognitive load due to the fleeting nature of information. Using static pictures and altering the animation’s presentation speed have been proposed as instructional strategies to reduce learners’ cognitive load. In the first experiment, we tested the effect of static vs. animated presentations on learning. The results indicated that novices benefited more from the static presentation whereas experts benefited more from the animated presentation. The second experiment investigated the effect of low vs. normal vs. high levels of presentation speed on learning. The results showed that novices profited more from the low presentation speed while experts profited more from the normal and high presentation speeds. Thus both experiments demonstrated the occurrences of the expertise reversal effect. Findings suggest that the effectiveness of instructional strategies depends on levels of soccer players’ expertise.

Effect of Presentation Format and Expertise on Attacking-Drill Memorization in Soccer

This study investigates the effects of expertise and presentation format on memorization processes in 24 expert and 24 novice soccer players, using a 2 × 3 factorial design with factors expertise (novice vs. expert) and presentation format (static vs. dynamic vs. combined). Players completed a recall reconstruction test and rated their invested mental effort after studying a static, dynamic and combined format presentation. Results indicated (a) that novices benefited more from the static than dynamic format, while expert players benefited more from the dynamic than static format; and (b) a negative effect of the combined format on the learning process of the two groups. Findings suggest the need to adapt the presentation format to players with different levels of expertise.

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

In a 2 × 3 design, we investigated how level of expertise and type of visual presentation influence the tactical learning of a soccer playing system. Nonexpert players benefited more from the two static visualizations than from the dynamic visualization, whereas expert players benefited more from the dynamic rather than static visualizations. Moreover, nonexperts benefited more from the static-with-tracing presentation than from the static-without-tracing presentation, while experts performed at the same level with both types of the static presentation. Results recommend the need to consider levels of player expertise when designing different types of visualization intended to improve learning.