Moving Images, Moving Minds: A Qualitative Exploration of Cognitive Processing During Animation-Based Sports Learning

Abstract

The introduction of digital technologies in physical education has opened new opportunities for delivering sports information and movement skills with the use of visually rich educational materials. Animated instructional movies can demonstrate movement sequences, emphasize technical aspects, and deconstruct complicated sports ideas. However, learning through animation requires cognitive processes such as selective attention, mental representation, information integration, memory and perceived cognitive burden. The study followed an exploratory qualitative research approach. The sample consisted of 15 people, both undergraduates and postgraduates, and was selected using convenience sampling. Participants viewed a brief animated instructional video on kickball illustrating game procedures and movement sequences. Open-ended structured interviews and retrospective verbalizations were utilized after the film to probe participants’ attention, perception, mental imagery, understanding, recall, cognitive difficulties, and perceived application of the demonstrated skills. The acquired data were analyzed using reflexive thematic analysis, based on the approach of Braun and Clarke (2006), and NVivo 15 was used to systematically organize and code the data. The findings indicated that animation design and multimodal presentation supported participants’ understanding and engagement with the sports-learning content. Rapid presentation of movement sequences, however, created processing challenges and made some information difficult to follow and visualise. The study highlights the importance of considering cognitive processing when designing animated instructional content for sports education.