Cognitive Support in Teaching Football Techniques
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| Title: | Cognitive Support in Teaching Football Techniques |
|---|---|
| Language: | English |
| Authors: | Duda, Henryk |
| Source: | Biomedical Human Kinetics. 2009 1:26-30. |
| Availability: | Versita. 14a/1 Solipska Street, 02-482 Warsaw, Poland. Tel: +48-22-7015015; Fax: +48-22-4335126; e-mail: info@versita.com; Web site: http://versita.com/bhk |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 5 |
| Publication Date: | 2009 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Experimental Groups, Control Groups, Physical Education, Team Sports, Physical Fitness, Imagery, Teaching Methods, Cognitive Ability, Females, Psychomotor Skills, Correlation |
| ISSN: | 2080-2234 |
| Abstract: | Study aim: To improve the teaching of football techniques by applying cognitive and imagery techniques. Material and methods: Four groups of subjects, n = 32 each, were studied: male and female physical education students aged 20-21 years, not engaged previously in football training; male juniors and minors, aged 16 and 13 years, respectively, attending mastery School of Sports (football); their training experience amounted to 6 and 3 years, respectively. Every group was divided into two subgroups (n = 16 each)--control and experimental. All subjects underwent a course consisting of 40 sessions lasting 90 min each, once weekly. Before and at the end of study period the participants were subjected to 3 specific tests assessing their knowledge, motor fitness and game skills. Results: Subjects from all experimental groups achieved significantly (mostly p less than 0.001) better results than the respective control groups in all three areas--knowledge, motor fitness and game skills. The levels of acquired knowledge significantly (p less than 0.05-0.001) correlated with specific motor fitness and game skills in all groups of subjects. Conclusions: Cognitive approach improves the results teaching football techniques and may serve as a valuable tool in training. (Contains 2 figures and 5 tables.) |
| Abstractor: | As Provided |
| Number of References: | 23 |
| Entry Date: | 2011 |
| Accession Number: | EJ913485 |
| Database: | ERIC |
| Abstract: | Study aim: To improve the teaching of football techniques by applying cognitive and imagery techniques. Material and methods: Four groups of subjects, n = 32 each, were studied: male and female physical education students aged 20-21 years, not engaged previously in football training; male juniors and minors, aged 16 and 13 years, respectively, attending mastery School of Sports (football); their training experience amounted to 6 and 3 years, respectively. Every group was divided into two subgroups (n = 16 each)--control and experimental. All subjects underwent a course consisting of 40 sessions lasting 90 min each, once weekly. Before and at the end of study period the participants were subjected to 3 specific tests assessing their knowledge, motor fitness and game skills. Results: Subjects from all experimental groups achieved significantly (mostly p less than 0.001) better results than the respective control groups in all three areas--knowledge, motor fitness and game skills. The levels of acquired knowledge significantly (p less than 0.05-0.001) correlated with specific motor fitness and game skills in all groups of subjects. Conclusions: Cognitive approach improves the results teaching football techniques and may serve as a valuable tool in training. (Contains 2 figures and 5 tables.) |
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| ISSN: | 2080-2234 |
