The purpose of the current study was to compare the effectiveness of a video and three different formats of static pictures (simultaneous-permanent pictures, sequential-transient pictures and sequential-permanent pictures) on the acquisition and retention of a complex judo skill in novice young adults. One hundred and thirty-three first-year students in the certificate in Physical Education (PE) were randomly assigned to either: a static-simultaneous-permanent pictures condition (n = 30), a static-sequential-transient pictures condition (n = 29), a static-sequential permanent pictures condition (n = 36) or a video condition (n = 38). They were instructed to observe and reproduce a complex judo technique (Ippon-Seoi-Nage) immediately after the learning phase (including a sequence of three trials—the acquisition phase) and after one week without observation (the retention phase). The results showed that the continuous video generated better learning performances than all static pictures formats. Moreover, it has been shown that sequential-permanent pictures presentation was more effective than static simultaneous-permanent pictures and sequential-transient pictures. In addition to the human movement effect, complementary explanations in terms of cognitive load theory, perceptual continuity, mental animation and intrinsic motivation are suggested. Implications of the results for the effective design of instructional materials within PE context are discussed.

中文翻译：

---

从体育学生的视频和静态图片中学习运动技能—对技术性能，动机和认知负荷的影响

本研究的目的是比较视频和三种不同格式的静态图片（同时永久图片，顺序瞬态图片和顺序永久图片）对新手年轻一代获取和保留复杂柔道技巧的有效性。大人。133名体育（PE）证书的一年级学生被随机分配给以下任一者：静态同时永久图片条件（n = 30），静态连续瞬态图片条件（n = 29），静态顺序永久图片条件（n = 36）或视频条件（n = 38）。他们被指示观察和复制一种复杂的柔道技术（Ippon-Seoi - Nage）之后立即进入学习阶段（包括三个试验序列-采集阶段），一周后不进行观察（保留阶段）。结果表明，连续视频比所有静态图片格式产生更好的学习性能。此外，已经表明，顺序静态图片呈现比静态同时永久图片和顺序瞬态图片更有效。除了人类运动的影响外，还提出了关于认知负荷理论，知觉连续性，心理动画和内在动机的补充解释。讨论了在体育教学环境下有效设计教学材料的结果含义。