Effectiveness of multimedia-supported education in practical sports courses

Abstract

Multimedia-assisted teaching and learning have become standard forms of education. In sports, multimedia material has been used to teach practical aspects of courses, such as motor skills. The main goal of this study is to examine if multimedia technology impacts learning in the field of sport motor skill acquisition. This question was investigated during a practical sports education course involving 35 students who participated in a university soccer class. The whole course was split into two groups: Group A was taught traditionally with no assistance of multimedia and Group B was prepared with multimedia-assisted instructional units. To quantify selected skills of soccer technique and tactic, the test subjects performed a specific passing test and a tactical assessment. Furthermore, a ques-tionnaire was used to assess the subjective impressions of the test subjects. All testing instruments were applied before and after a six-week-long teaching period. A comparison of the gathered data between the two groups resulted in no significant differences, neither concerning the results of the technique test nor concerning the tactic test. However, the results of the ques-tionnaire showed a positive agreement among the participants in the usability and assistance of multimedia for the sports practical course. Considering the reviewed conditions, it can be concluded that the use of multimedia content doesn't affect the learning effects. Key pointsMultimedia-assisted learning showed no positive learning effects on technical skills in soccer.Multimedia-assisted learning showed no positive learning effects on tactical skills in soccer.Students participating in practical sports courses have very good attitudes towards the use of multi-media learning material. This may be considered for motivational effects.

Keywords: Multimedia; e-learning; soccer.

Figure 1.

Four screenshots of a slow-motion video presenting a soccer-specific shooting technique from two different viewpoints and with varying levels of detail.

Figure 2.

Illustration of the most important basic rules for the defensive behaviour in one-versus-one situations.

Figure 3.

Three screenshots of an animation illustrating a two-versus-two situation with advice for the defenders (“Coaching-points”).

Figure 4.

Schematic representation of the Loughborough Soccer Passing Test (Ali et al., 2007, 1463).

Figure 5.

Progress of the exercise for the assessment of the individual tactical performance in a one-versus-one situation.