Experience as a Determinant of Declarative and Procedural Knowledge in School Football

Abstract

The study of declarative and procedural knowledge makes it possible to ascertain what cognitive processes are like during motor learning. This study aimed to compare, according to the methodology, gender and experience (football practise), and the levels of declarative and procedural knowledge after the implementation of two intervention programmes on school football including one based on the tactics learning and the other on the technique learning. A total of 41 students in the 5th year of primary education from a state school from Spain, distributed in two class groups, participated in the study. Each class group participated in a different intervention programme. The sample of subjects was equal (tactical programme (n = 20) and technical programme (n = 21)). A panel of 13 experts validated both programmes. Levels of knowledge were measured using the Tactical Knowledge Assessment test in football. A descriptive analysis was performed to characterise the sample. Moreover, a t-test for independent samples, a t-test for related samples, and a 2 × 2 ANOVA (analysis of variance) were performed to compare the levels of knowledge between the pre-test and the post-test, according to the methodology, gender, and experience of the students. Results indicate that both intervention programmes induced higher levels of declarative and procedural knowledge in the post-test. Similarly, there were no significant differences with regard to the applied methodology. This fact is due to the heterogeneous character of the class groups with gender and experience showing effects on the levels of knowledge. The boys possessed greater experience and a higher level of knowledge compared to the girls.

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

“…Furthermore, the learners with less initial football ability improved more in their tactical awareness than did those with greater initial ability [30,48]. It can be presumed that a relatively greater amount of learning is likely to occur in invasion sports for those individuals who learn in environments that foster more active student engagement [49].…”

New Developments in Physical Education and Sport

“…García-Ceberino, Gamero, Feu, and Ibáñez [ 11 ] carried out quasi-experimental research to compare the declarative and procedural knowledge acquired by two groups of fifth-year students after implementing two intervention programs in school football: The Tactical Games Approach vs. the Direct Instruction Model. The results revealed no significant intergroup differences with regard to the methodology applied.…”

Role of Age and Experience in Attacking Tactical Knowledge among Iranian Soccer School Players

“…The test analyzes knowledge of the player based on attacking and defense contextual problems at on-the-ball and off-the-ball situations. Recently, García-Ceberino et al (2020) investigated the effect of two tactical and technical interventions on declarative and procedural tactical knowledge of soccer schools' players aged between 10-11 years old with different gender and level of experience. Evaluation of tactical knowledge through STKT showed that both of interventions led to improvement of tactical knowledge of all the participants.…”