Depending on the way the image sequence is presented and its attractiveness, it can lead directly or indirectly to cognitive and/or motor engagement and thus to an intuitive acquisition of knowledge (Geise & Baden 2014). The way the image is designed is essential for the stimulus potentials that arise for the students to independently engage with the image and the problems depicted on them. According to Röhr-Sendlmeier (2012), for example, the colorfulness of pictures increases attention, motivation, and memory performance. The effect described here, which is associated with increased attention, is known as the "picture-superiority effect" (Childers & Houston 1984). In contrast to texts, visuals represent information holistically associated, which means that they are processed quickly and intuitively and can be remembered better (Geise & Baden 2014; Geise & Rössler 2012; Halder 2014). Furthermore, criteria such as identification with the portrayed person, for example by clothing, the implied age, and the thematic reference to sports, as well as a humorous, comic-like design, have an influence on the image preferences of children and adolescents (cf. Lieber, Jahn, & Danner, 2009, p. 49). The design of the illustration can provide a first impression of the level of effort and the dynamics of a movement. Also, a temporal movement structure is indicated by the spatial image sequence of movements. It is crucial for conveying the degree of effort of a movement to clarify the occurring swinging and stretching movements, the intention of the movement, as well as the inertia and energy involved in a movement in the illustration. This can be done by a dynamic illustration of t-shirt, pants and hair. It is further possible to reinforce the direction of swing elements and the energy by action or swing lines.