Background: Instructional videos are commonly employed in physical education (PE) to boost motor skills and motivation. However, their transient nature often hampers their effectiveness. Purpose: This study delves into how video modality and user control affect learning basketball tactics. Study Sample: Eighty third-year students (Mage = 16.13 years old, SD = 0.62) take part in this study. Research Design: Participants were randomly placed into four groups: “video + audio without control”, “video + text without control”, “video + audio with control”, and “video + text with control”. After the intervention, students were assessed through recall and transfer tests. Results: The results highlighted that the students performed significantly better in conditions where they had control over the video. Interestingly, the “video + text with control” group outperformed the “video + audio with control” group. This outcome suggests a reverse modality effect, challenging the traditional preference for audio over text in instructional videos. Conculsion: These results imply that giving learners control is beneficial, especially for novices dealing with complex dynamic visualizations. However, they also advise caution in choosing the modality, as the effectiveness can vary depending on the nature of the content and the learner’s control over it.
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