Introduction
TOD
Dynamic visualizations such as “video modeling by experts” are rapidly gaining popularity in various computer-based learning environments, and there has been much expectation that these visual mediums are proving especially effective for motor skill acquisitionHowever, research within cognitive load theory argues that complex videos involving motor knowledge may impose high cognitive demands (i.e., extraneous cognitive load resources) on learners’ working memory (WM), due to their transient nature (During the last two decades, much research effort has been devoted to testing the effectiveness of instructional videos against static graphics in the acquisition of various motor skillsLearning is the result of a stimulus that causes a change in the behavior of an organism. Based on the retention time, this cognitive function is typically classified into (a) short-term learning or acquisition assessed by immediate tests, and (b) long-term learning assessed after a notable delay of days and/or weeksAlthough the effect of TOD on STRP was established through various experimental prototypes, no previous research (to the best of our knowledge) has explored how varied TOD could affect motor skill acquisition from dynamic and static visualizations. The present experiment attempted to fill this knowledge gap in a physical education (PE) setting. In particular, this study aimed to examine the impact of three different visual mediums: (video, static pictures, and static pictures enriched with motion-indicating arrows) and TOD (morning and late afternoon) in the acquisition of game actions. Basketball was chosen given its dynamic/complex nature and various motor skills involving different parts of the human body (e.g., moving, passing, and screening). It was hypothesized that the morning presentation of all instructional materials will lead to superior STRP (i.e., higher comprehension game scores and higher game performance scores) compared to the late afternoon hours (