Our experimental protocol aims to study short moving images (GIF format) played in looping mode and their possible effects on learning in a school context, as compared to the conventional method. Pre-service teachers created GIF-format moving images with their learners (N = 158), then integrated those images into the teaching process during classes on the starting position of a running race. The experimental groups showed significantly better results than the control groups (p = 0.043; [eta][superscript 2] = 0.026): the students who participated in the creation of GIF images and self-observed their performance showed overall better performances than those who were placed in conventional learning conditions.