Differences in Technical and Tactical Learning of Football According to the Teaching Methodology: A Study in an Educational Context
Football performance requires beginning learners to develop both technical skills and tactical awareness. The aim of this study was to examine and contrast the differences in the learning of football across two different teaching methodologies. A total of 35 students, distributed in two class-groups...
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doaj-a41ba90a68f648e9be68cd0804b1cf7d2020-11-25T03:03:33ZengMDPI AGSustainability2071-10502020-08-01126554655410.3390/su12166554Differences in Technical and Tactical Learning of Football According to the Teaching Methodology: A Study in an Educational ContextJuan M. García-Ceberino0María G. Gamero1Sebastián Feu2Sergio J. Ibáñez3Optimization of Training and Sports Performance Research Group (GOERD), University of Extremadura, 10003 Cáceres, SpainOptimization of Training and Sports Performance Research Group (GOERD), University of Extremadura, 10003 Cáceres, SpainOptimization of Training and Sports Performance Research Group (GOERD), University of Extremadura, 10003 Cáceres, SpainOptimization of Training and Sports Performance Research Group (GOERD), University of Extremadura, 10003 Cáceres, SpainFootball performance requires beginning learners to develop both technical skills and tactical awareness. The aim of this study was to examine and contrast the differences in the learning of football across two different teaching methodologies. A total of 35 students, distributed in two class-groups at the fifth-grade level of primary education participated in the study. Each class group participated in just one of the intervention programs (tactical program, <i>n</i> = 17; technical program, <i>n</i> = 18). The Instrument for the Measurement of Learning and Performance in Football was used to evaluate each student’s actions and in relation to specific performance indicators. For each one of the play actions analyzed, the Performance Index of Decision-Making, the Performance Index of Technical Execution, and the Performance Index of Final Results were calculated and these scores were summed to generate the Total Performance Index. The differences in technical and tactical learning between the class-groups were calculated using the Total Performance Index. For this assessment, various statistical tests were used: the Mann–Whitney’s U and the Wilcoxon’s T (for the non-parametric variables) and the T-test for Independent Samples, as well as the T-test for Related Samples (for the parametric variables). Likewise, a 2 × 2 ANOVA was conducted to determine whether the students’ previous experience had an effect on the level of learning. The results indicated improvements with both intervention programs; however, the tactical program provided a higher level of learning than the technical program between the assessment tests. The experience of the students had an effect on the play actions of dribbling the ball and in marking the player without the ball. Physical education teachers are recommended to implement comprehensive methods for technical and tactical football teaching at school.https://www.mdpi.com/2071-1050/12/16/6554learningtechnicaltacticalexperiencetactical games approachdirect instruction |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Juan M. García-Ceberino María G. Gamero Sebastián Feu Sergio J. Ibáñez |
spellingShingle |
Juan M. García-Ceberino María G. Gamero Sebastián Feu Sergio J. Ibáñez Differences in Technical and Tactical Learning of Football According to the Teaching Methodology: A Study in an Educational Context Sustainability learning technical tactical experience tactical games approach direct instruction |
author_facet |
Juan M. García-Ceberino María G. Gamero Sebastián Feu Sergio J. Ibáñez |
author_sort |
Juan M. García-Ceberino |
title |
Differences in Technical and Tactical Learning of Football According to the Teaching Methodology: A Study in an Educational Context |
title_short |
Differences in Technical and Tactical Learning of Football According to the Teaching Methodology: A Study in an Educational Context |
title_full |
Differences in Technical and Tactical Learning of Football According to the Teaching Methodology: A Study in an Educational Context |
title_fullStr |
Differences in Technical and Tactical Learning of Football According to the Teaching Methodology: A Study in an Educational Context |
title_full_unstemmed |
Differences in Technical and Tactical Learning of Football According to the Teaching Methodology: A Study in an Educational Context |
title_sort |
differences in technical and tactical learning of football according to the teaching methodology: a study in an educational context |
publisher |
MDPI AG |
series |
Sustainability |
issn |
2071-1050 |
publishDate |
2020-08-01 |
description |
Football performance requires beginning learners to develop both technical skills and tactical awareness. The aim of this study was to examine and contrast the differences in the learning of football across two different teaching methodologies. A total of 35 students, distributed in two class-groups at the fifth-grade level of primary education participated in the study. Each class group participated in just one of the intervention programs (tactical program, <i>n</i> = 17; technical program, <i>n</i> = 18). The Instrument for the Measurement of Learning and Performance in Football was used to evaluate each student’s actions and in relation to specific performance indicators. For each one of the play actions analyzed, the Performance Index of Decision-Making, the Performance Index of Technical Execution, and the Performance Index of Final Results were calculated and these scores were summed to generate the Total Performance Index. The differences in technical and tactical learning between the class-groups were calculated using the Total Performance Index. For this assessment, various statistical tests were used: the Mann–Whitney’s U and the Wilcoxon’s T (for the non-parametric variables) and the T-test for Independent Samples, as well as the T-test for Related Samples (for the parametric variables). Likewise, a 2 × 2 ANOVA was conducted to determine whether the students’ previous experience had an effect on the level of learning. The results indicated improvements with both intervention programs; however, the tactical program provided a higher level of learning than the technical program between the assessment tests. The experience of the students had an effect on the play actions of dribbling the ball and in marking the player without the ball. Physical education teachers are recommended to implement comprehensive methods for technical and tactical football teaching at school. |
topic |
learning technical tactical experience tactical games approach direct instruction |
url |
https://www.mdpi.com/2071-1050/12/16/6554 |
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