The impact of various types of visual media on motor learning in physical education classes is not well understood. This study examined differences in learners’ movement focus points when using visual media (movies and strobe images) in physical education classes for running long jump. The study involved 61 male participants aged 17 - 18. During the final phase of a running long jump unit in physical education, the participants received feedback on their performance via either movies or strobe images. After receiving the feedback, the participants were asked to rank six taught skills, five body parts, and four movement phases in order of strongest awareness using a questionnaire. Both media emphasized actions during the takeoff (takeoff angle), particularly leg movements. However, the movie’s sense of speed heightened awareness of the approach run (initial velocity) even more. Furthermore, the afterimages from the strobe image fostered spatial imagery related to the use of the upper limbs and effective landing. It was suggested that these two visual media provided learners with perspectives related to dynamic and static characteristics.
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