Bachir Zoudji

• Professor
• Professor (Full) at Polytechnic University of Hauts-de-France

Objectives Virtual reality (VR) is increasingly being used for sports purposes, including tactical learning. However, the instructional efficiency of this emerging technology remains unclear, especially when considering learners’ cognitive abilities, such as visuospatial abilities (VSA). The aim of this study was to investigate the role of VSA in m...

Objectives Intending to facilitate learning from narrated tactical diagrams, this study investigates how drawing influences the memorization of soccer scenes given individuals’ visuospatial abilities (VSA). Methods Fifty-four male university students, all novices in soccer domain were randomly assigned to two groups. First group, without-drawing,...

Tactics are a central parameter of a player's cognitive activity during a match. It is based on prior knowledge that guides players in their decision-making, enabling them to adapt quickly to different game situations. To be effective, players must possess a rich and well-organised tactical knowledge base, enabling them to anticipate the actions of...

Background Improving the acquisition of complex tactical knowledge through video presentations has attracted considerable attention. Previous research has aimed to facilitate learning by structuring videos including pointing gestures and guided gaze. However, it is debatable whether these cues actually contribute to improved performance in the cont...

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 ti...

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 f...

Numerous studies have been conducted to examine the effects of an instructor's pointing gestures on learning performance across a wide range of academic domains. There are, however, few clear instructional guidelines for enhancing learning from this visual guidance. This study tested the combined effects of the coach's pointing gesture and gaze gui...

The imagination effect occurs when learners who imagine a procedure perform better on a subsequent test than learners who study it. The present study explored whether this effect is restricted to short-term learning or whether it also applies when learning is tested after a delay. Forty novices and forty experts learned about a basketball game syst...

Imagination-to-learn is a specific learning strategy that has been studied in many academic fields. The present study investigated whether imagination is beneficial overall for learning compared to conventional study strategies, while also identifying moderator factors affecting the global effect. A meta-analysis was conducted by scientifically rig...

Even though coach behavior is known to affect learning, it is unclear which specific nonverbal behavior might optimize the teaching of a tactical content in basketball. Using eye-tracking technology, recall construction paradigm, and subjective ratings of mental effort, the present study investigated the question of whether the coach’s eye gaze wou...

Coach’s speech and pointing gestures are closely related. However, the question of whether the coach’s pointing gestures influence the learning of complex game systems is still unclear. The present study examined the moderating roles of content complexity and expertise level on recall performance, visual attention, and mental effort through the coa...

Abstract Purpose The study aimed to test the validity and reliability of the Arabic version of the sedentary behavior questionnaire (SBQ). Methods A total of 624 university students (273 males; 351 females, mean age = 20.8 years) were recruited from Taibah University, Madinah, Saudi Arabia. For criterion and constructive validity (n = 352), the Ara...

The question of how information of play should be presented so that tactical memorisation is optimised is still under discussion. To explore how players’ visual attentional resources are allocated when learning from a game system in basketball, eye movements were registered in the absence and presence of coaches’ pointing gestures. Expert (N = 48)...

In this study, we aimed to examine the effect of visual realism on soccer players’ memorization of soccer tactics according to their level of expertise and visuospatial abilities. We divided 48 volunteers into novice and expert soccer players and had them first perform a multitask visuospatial abilities (VSA) test and then undergo training with thr...

Visuospatial abilities (VSA) reflect individuals' aptitude to deal with visual elements presented in space. VSA are considered to involve different abilities that can be measured with various tests. However, the number and types of tests to be considered are still being debated, especially for dynamic VSA, which have received little attention so fa...

Objectives: Dynamic visualizations have become valuable assets in acquiring and improving sports skills. However, their instructional efficiency depends on their design and on learners’ cognitive abilities. Intending to improve learning sessions using these technologies, this study investigates the effects of visual realism and visuospatial abiliti...

Dynamic visualisations are commonly used to improve athletes’ performance in sports. However, their instructional effectiveness according to learners’ characteristics remains unclear. This study investigates the effect of visuospatial abilities (VSA) and the level of expertise on memorising an animated soccer scene. Participants (N = 96) first perf...

Objectives The use of dynamic media such as animations for educational purposes in the sport field keeps growing. However, not adapting these information-enriched supports to learners’ perquisites can diminish their learning efficiency. In this paper, we studied the effect of visuospatial abilities (VSA) on the memorization of a dynamic tactical sc...

Purpose: Guided by cognitive load theory and cognitive theory of multimedia learning, the purpose of this study was to evaluate players' ability to integrate dynamic information presented under different conditions: a verbal condition, in which instructions were given orally; a visual condition, in which instructions were shown using arrow symbols;...

Grounded in the dynamical systems approach, the present research examined the influence of team ball possession (TBP) in soccer on coaches’ perceived psychological momentum (PM) and strategic choice (i.e., game-based “stick” vs. “switch” choices) during a simulated match. Experienced soccer coaches imagined being the coach of the team involved in a...

The aim of this study was to investigate how expert and novice learners integrate dynamic information from two types of representations, namely auditory description and arrow symbols. Participants were required to perform both recognition and recall tests and rate their invested mental effort after studying two representations in four different ord...

This study investigated the effects of experience and presentation format on memorization processes in 24 experienced and 24 beginner soccer players, using a 2 × 3 factorial design 'Expertise' (Beginner vs. Experienced player) and 'Presentation Format' (Static, Dynamic, Combined). Factors were tested at 3 moments (immediate test, study phase and de...

The recent advances in software and computer technology have enabled the incorporation of dynamic representations into a multitude of educational and training environments. Cognitive load theory has been extensively used to enhance learning from complex dynamic representations by providing appropriate instructional designs to manage learner cogniti...

Objectives: What type of visual presentation is best in helping learners to understand the functioning of a dynamic system and under what conditions? This study investigated the effect of content complexity on perceived cognitive load and performance resulting from studying depicted movements of team play either in an explicit manner (animation) or...

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. Moreo...

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Cognitive load perspective was used as a theoretical framework to investigate effects of expertise and type of presentation of interacting elements of information in learning from dynamic visualizations. Soccer players (N = 48) were required to complete a recall reconstruction test and to rate their invested mental effort after studying a concurren...

Objectives: We used a cognitive load perspective to investigate the effects of levels of learner expertise and different forms of segmentation in learning from animated soccer scenes. Method: Expert and novice players (N ¼ 48) completed a recall reconstruction-test and rated their invested mental effort after studying a continuous animation, a macr...

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...

Objectives: The study aimed at testing the efficiency of memory processes of expert soccer players under dual-tasks conditions involving a domain specific decision-making task and a secondary memorisation load. Method: Twelve inexperienced and 12 expert soccer players were presented with a decision-making task based on the soccer-related situations...

The aim of the present work was to examine if the effects of expertise, often demonstrated in explicit memory of domain specific information, can also be found in implicit memory tests, in which the involvement of a deliberate strategy during encoding and testing can be ruled out. We used a repetition priming paradigm, in which pictures of soccer s...