To explore how one night of total sleep deprivation (TSD) could affect cognitive and physical performances, as well as subjective experiences in 24 elite Kung-Fu athletes (age: 20.2 ± 1.76 years; body mass: 64.67 ± 6.52 kg; height: 1.71 ± 0.04 m). Participants completed, in a randomized counterbalanced order, two tests sessions in the late-afternoon (separated by 72-h recovery) under normal sleep (NS) and TSD conditions. Specific decision-making skills (decision accuracy (DA) and decision time (DT)), various anaerobic-exercises performance (i.e. seated medicine-ball throw (SMBT), horizontal jump (HJ), vertical jump (VJ), isometric back-muscles strength (IBMS), and isometric leg-muscles strength (ILMS)), mood states, and perceptual responses (attention and concentration) were assessed. The TSD was associated with lower values of vigor, and higher values of anxiety, depression, fatigue, anger, confusion, and total mood disturbance, compared to NS. The TSD resulted in lower attention and concentration, compared to NS. Similarly, lower performances of SMBT, HJ, VJ, and ILMS were recorded after TSD compared to NS. For cognitive performances, the TSD resulted in higher DA and lower DT, compared to NS. In summary, one night of TSD elicits negative effects on decision-making and anaerobic performance in Kung-Fu elites through disturbances in mood and attentional capacities.

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 versus motivational music during warm-up, as a function of time of day, on exercise performance. In a random order, 16 highly trained physical education students (male) performed the 30-s Continuous Jump (CJ₃₀) during six sessions separated at minimum by 48 h of recovery: after two warm-ups with synchronous music (WUSM), after two warm-ups with motivational music (WUMM), and after two warm-ups without music (WUWM), at 07:00 and 17:00 h. The maximal jump height (H_max), mean jump height of all jumps (H_mean), and fatigue index (F %) were measured during the test. Body temperature was collected before and after the warm-up, and at the end of the CJ₃₀ test. The rated perceived exertion (RPE) and the feelings states (FS) were obtained immediately after the warm-up and the test. The results revealed that H_mean, H_max, and temperature were higher at 17:00 than 07:00 h in all experimental conditions. Moreover, H_mean and H_max were higher with WUSM and WUMM than WUWM at both times of day, with greater improvement in the morning. After performing the CJ₃₀ test, RPE scores were higher with WUMM than WUWM at both times of day. Moreover, FS scores were more positive with WUMM than WUWM in the morning. Furthermore, WUMM resulted in better H_max and H_mean at both times of day than WUSM. However, FS and RPE were independent of types of music. Findings suggested the use of music during warm-up to increase STMP, RPE, and FS at both times of day, and reduce the morning-afternoon difference in the CJ₃₀ test. More importantly, a warm-up with motivational music is more beneficial than a warm-up with synchronous music for improving STMP, either in the morning or in the afternoon.

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.

Recent studies within the physical education domain have shown the superiority of dynamic visualizations over their static counterparts in learning different motor skills. However, the gender difference in learning from these two visual presentations has not yet been elucidated. Thus, this study aimed to explore the gender difference in learning basketball tactical actions from video modeling and static pictures. Eighty secondary school students (M_age = 15.28, SD = 0.49) were quasi-randomly (i.e., matched for gender) assigned to a dynamic condition (20 males, 20 females) and a static condition (20 males, 20 females). Immediately after watching either a static or dynamic presentation of the playing system (learning phase), participants were asked to rate their mental effort invested in learning, perform a game performance test, and complete the card rotations test (test phase). The results indicated that spatial ability (evaluated via the card rotations test) was higher in males than in female students (p < 0.0005). Additionally, an interaction of gender and type of visualization were identified, supporting the ability-as-compensator hypothesis: female students benefited particularly from video modeling (p < 0.0005, ES = 3.12), while male students did not (p > 0.05, ES = 0.36). These findings suggested that a consideration of a learner’s gender is crucial to further boost learning of basketball tactical actions from dynamic and static visualizations.

In two separate experiments, the authors investigated how a complex animated basketball scene should be designed in order to avoid the high cognitive load due to the transient nature of information. Using system-paced segments and decreasing the video’s presentation speed were tested as instructional strategies to reduce students’ cognitive load. The effectiveness of continuous versus segmented videos was explored in the first experiment. The second experiment compared the effectiveness of normal versus low levels of presentation speed. The results indicated that while the segmentation strategy has no significant effect on learning outcomes, students profited more from the low than the normal presentation speed, as evidenced by the more favourable relationship between mental effort investment and game performance. These findings suggest that decreasing the presentation speed is an efficient instructional strategy that helps to improve learning from complex animated basketball scenes.

Recent studies have shown the superiority of dynamic over static visualisations in learning different motor skills in the physical education (PE) domain, due to the activation of the mirror-neuron system. However, these past investigations were based solely on instructional materials with short durations (few seconds). It is yet unknown whether this superiority remains valid in learning from materials with long durations (e.g., more than 2-minutes). We attempted to fill this knowledge gap with the present experiment by exploring the effects of dynamic and static visual supports in learning a series of Judo refereeing gestures and attitudes in PE students. Sixty-seven novice practitioners (M_age = 20.5 years, SD = 0.6 years, 27 males and 40 females) voluntarily participated in the current project. They were randomly exposed to the dynamic or static visual supports (study phase), and asked to rate their mental effort invested, perform a recall-performance test, and indicate their attitudes (in terms of attention, motivation, enjoyment, interestingness, and self-efficacy), immediately following the study phase. The results showed that a dynamic visual support guaranteed better learning outcomes in the students (as evidenced by the more favourable relationship between mental effort investment and recall performances). However, data analysis demonstrated that participants exposed to both visual supports reported similar attitudes. These findings have implications for the effective design of external visual tools in the PE domain and provide confirmation on the superiority of dynamic over static visualisations for learning motor skills (Judo refereeing gestures), even if through instructional materials with long durations.