Improving Soccer Knowledge From Computerized Game Diagrams: Benefits of Sequential Instructional Arrows

Abstract

In this study, we used Cognitive Load Theory to examine the role of a sequential versus simultaneous presentation technique for learning tactical skills from computerized diagrams of soccer scenes with two levels of complexity. Young soccer players learned the evolution of soccer game systems from computer-based diagrams with three types of instructional arrows: simultaneous, sequential-without-tracing, and sequential-with-tracing. We randomly assigned participants to one of six experimental conditions (three arrow presentation methods by two levels of soccer scene complexity) and asked them to rate their invested mental efforts, complete a recall-reconstruction test, and indicate their attitudes, immediately after the learning phase. When diagram content complexity was low, the three types of arrow presentations had similar learning effects. However, when diagram content complexity was high, the two sequential means of presenting instructional arrows produced better learning outcomes (with a clear relative advantage for the sequential-with-tracing presentation). We also found that the sequential presentation of arrows elicited more positive player attitudes whatever the level of content complexity. Considering the better learning outcomes and improved player attitudes from sequential diagram presentations, soccer coaches should present computer-based instructional diagram arrows sequentially, rather than simultaneously. A sequential-with-tracing arrow presentation was particularly beneficial for learning complex team sport scenes.

Keywords: arrows; attitudes; computer-based diagrams; learning; sequential presentation; soccer.