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The purpose of this study was to examine the effect of animated video-based visual learning on student athletes enrolled in sport education programs. A pre-test and post-test control group experimental design was utilized for this study. Eighty (80) student-athletes (ages 18-24) enrolled in B. P. Ed. programs were selected for participation and were equally divided between an experimental (n = 40) and control Groups (n = 40). Sports education was measured by a 30-items Exercise Physiology Questionnaire, developed previously with CVR ranging from 0.62 to 1.00. The experimental group received an intervention consisting of eight (8) weeks of animated video-based visual learning with structured lessons covering the important information about Exercise Physiology while the control group did not receive any such intervention. To determine differences in pre and post-test scores within each group, dependent t-tests were conducted, and independent t-tests were conducted to compare post-test scores between the two groups. Statistically significant improvement in sports education was shown among student-athletes who received animated video-based visual learning as compared to those who did not (p <.01). Statistically significant differences were also shown between groups in student-athletes, in that the experimental group outperformed the control group. Results from this study indicate that animated videos are an effective way to increase conceptual understanding in sports education through visual learning.
Published in: ShodhKosh Journal of Visual and Performing Arts
Volume 7, Issue 2s