Animation with concurrent narration versus narration in physical education lesson

Abstract

The purpose of the present study was to compare the effects of two different teaching methods on students' comprehension during Physical Education lesson: narration versus animation with concurrent narration, during teaching shot put event. Thirty primary school children (boys and girls) volunteered to participate in this study. In experiment students listened (narration) and viewed (animation with narration) the presentation of two shot putting styles. A problem-solving and a retention test were used to evaluate students' comprehension. Results showed that students' comprehension was better when shot putting styles were presented through a mixed model (animation and narration group) than a single (narration). The animation with concurrent narration group performed better than the narration group, in problem-solving (M = 4.91, SD = 1.36) and in retention test (M = 5.98, SD = 1.28) t(28) = 1.89 p<0.01. An instructional implication is that pictures with words is more effective way of teaching when they occur continuingly in time, than only words during Physical Education lesson.

Keywords

• dual code theory
• pictures
• words
• throwing event