Video-based physical training has gained popularity over the years, among both sports practitioners and HCI researchers, whose works ranged from offering computer-assisted solutions for self-correction, to enhancing the learning experience of trainees. This thesis focused on the latter, by investigating the communicative potential of three categories of visual coaching cues and their impact on movement learning, as well as by deriving methodological considerations for similar works. This thesis adopted a Research through Design approach to investigate, from a trainee-centred perspective, three sets of cues: A) abstract visual metaphors (arrows, lines, angles); B) body highlights; and C) material visual metaphors (imagined 3D objects). The cues were informed by a professional trainer’s insights and relevant literature, and were tested with ten participants throughout the course of three sessions. Their reflections were gathered through interviews. The subsequent thematic analysis generated 1) insights on the individual cues (such as their role as reminders, their impact on imagery, and the movement qualities they were able to portray), and 2) design and methodological considerations for future works (such as the importance of involving a professional trainer, clearly defining the learning outcomes of a video session, and choosing the appropriate visual cues).