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Differences in Technical and Tactical Learning of Football According to the Teaching Methodology: A Study in an Educational Context

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  • Juan M. García-Ceberino

    (Optimization of Training and Sports Performance Research Group (GOERD), University of Extremadura, 10003 Cáceres, Spain
    Faculty of Education, University of Extremadura, 06006 Badajoz, Spain)

  • María G. Gamero

    (Optimization of Training and Sports Performance Research Group (GOERD), University of Extremadura, 10003 Cáceres, Spain
    Faculty of Education, University of Extremadura, 06006 Badajoz, Spain)

  • Sebastián Feu

    (Optimization of Training and Sports Performance Research Group (GOERD), University of Extremadura, 10003 Cáceres, Spain
    Faculty of Education, University of Extremadura, 06006 Badajoz, Spain)

  • Sergio J. Ibáñez

    (Optimization of Training and Sports Performance Research Group (GOERD), University of Extremadura, 10003 Cáceres, Spain
    Faculty of Sports Science, University of Extremadura, 10003 Cáceres, Spain)

Abstract

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, n = 17; technical program, n = 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.

Suggested Citation

  • Juan M. García-Ceberino & María G. Gamero & Sebastián Feu & Sergio J. Ibáñez, 2020. "Differences in Technical and Tactical Learning of Football According to the Teaching Methodology: A Study in an Educational Context," Sustainability, MDPI, vol. 12(16), pages 1-14, August.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:16:p:6554-:d:398509
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    References listed on IDEAS

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    1. Diego Villarejo & Enrique Ortega & Miguel-Ángel Gómez & José-Manuel Palao, 2014. "Design, validation, and reliability of an observational instrument for ball possessions in rugby union," International Journal of Performance Analysis in Sport, Taylor & Francis Journals, vol. 14(3), pages 955-967, December.
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    Cited by:

    1. María G. Gamero & Juan M. García-Ceberino & Sergio J. Ibáñez & Sebastián Feu, 2021. "Analysis of Declarative and Procedural Knowledge According to Teaching Method and Experience in School Basketball," Sustainability, MDPI, vol. 13(11), pages 1-16, May.
    2. Juan M. García-Ceberino & Sebastián Feu & María G. Gamero & Sergio J. Ibáñez, 2021. "Pedagogical Variables and Motor Commitment in the Planning of Invasion Sports in Primary Education," Sustainability, MDPI, vol. 13(8), pages 1-17, April.
    3. Juan M. García-Ceberino & Sebastián Feu & María G. Gamero & Sergio J. Ibáñez, 2023. "Structural Relationship between Psychological Needs and Sport Adherence for Students Participating in Physical Education Class," Sustainability, MDPI, vol. 15(12), pages 1-10, June.

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