Eye-Tracking Analyses of a Coach's Pointing Gestures Timed With Speech: Implications for Players' Recall of Basketball Tactical Instructions.

Coaches often use pointing gestures alongside their speech to reinforce their message and emphasize important concepts during instructional communications, but the impact of simultaneous pointing gestures and speech on learners' recall remains unclear. We used eye-tracking and recalled performance to investigate the impact of a coach's variously timed pointing gestures and speech on two groups of learners' (novices and experts) visual attention and recall of tactical instructions. Participants were 96 basketball players (48 novice and 48 expert) who attempted to recall instructions about the evolution of a basketball game system under two teaching conditions: speech accompanied by gestures and speech followed by gestures. Overall, the results showed that novice players benefited more from instructional speech accompanied by gestures than from speech followed by gestures alone. This was evidenced by their greater visual attention to the diagrams, demonstrated through a higher fixation count and decreased saccadic shifts between the coach and the diagrams. Additionally, they exhibited improved recall and experienced reduced mental effort, despite having the same fixation time on the diagrams and equivalent recall time. Conversely, experts benefited more from instructional speech followed by gestures, indicating an expertise reversal effect. These results suggest that coaches and educators may improve their tactical instructions by timing the pairing of their hand gestures and speech in relation to the learner's level of expertise.

An expertise reversal effect of imagination in learning from basketball tactics.

The imagination effect occurs when participants learn better from imagining procedures or concepts rather than from studying them. The aim of the present study was to examine the effects of imagination and level of expertise on memorization of a tactical basketball system. Thirty-six expert and thirty-six novice learners were asked to imagine the functioning of a tactical scene in basketball (imagination condition) or simply study the scene (study condition). Results showed that novice learners benefited more from the study condition as they achieved better recall and recognition performances, invested less cognitive load (i.e., mental effort and perceived difficulty) and had higher levels of motivational aspects (i.e., self-efficacy and perceived competence). However, this effect was totally reversed for expert learners who, benefited more from the imagination condition, indicating therefore an expertise reversal effect. The results suggest that the effectiveness of the imagination technique depends on level of expertise of the learners.

How Does the Central Nervous System Control Forthcoming Movement with Different Emotional Stimuli?

Maintaining postural balance is a key factor in human motor skills, based in part on emotional stimuli. Our objective in this study was to measure the effect of emotion on postural control as influenced by the direction of forthcoming movement. Eighteen right-handed women initiated a step forward or backward or remained in a static position after visualizing an emotional stimulus (positive, negative, or neutral). Center of pressure (COP) parameters (2D velocity, Medio-lateral (ML), and antero-posterior (AP) amplitude) were recorded for 3-second windows for movement direction and emotional stimulus. We observed a motion * direction effect on 2D velocity, characterized by a decrease in the emotional stimulus and static direction windows. The participants' ML amplitude was influenced by direction, and their reduced amplitude was evident in the presence of emotions. AP amplitude was high in the direction versus emotion window. In the static position, the AP amplitude was high in the direction window and low in the emotion window. The participants' movement planning and programming phase (direction window) was characterized by less oscillation for forward or backward movements and more oscillation before movement, suggesting anticipatory postural adjustments in the emotion window. Static direction was characterized by low oscillation, compared to forward and backward movement and in negative versus positive emotional context, proving the interactive impact of direction and emotion on COP amplitudes. Thus, postural control was influenced by both movement (direction) and emotional content (valence). This study provided insight regarding the interactive effect of emotion and direction on planning and programming forthcoming movement.