Using Coordinated Visual and Verbal Cues in Complex Multimedia Materials to Improve Tactical Learning in Soccer

Abstract

This study aimed to explore whether the use of coordinated visual and verbal cues in narrated diagrams would support novices in learning soccer scenes. Eighty female university students (M_age = 20 years, SD = 1.2) in physical education (PE) were randomly exposed to four multimedia material versions: (a) simple without cues, (b) simple with cues, (c) complex without cues, and (d) complex with cues. In the non-cued versions, students learned the evolution of soccer scenes via arrow-based diagrams accompanied by oral explanations. In the cued versions, game actions in narrations were spoken with a louder accent (verbal cueing), while at the same time, the corresponding arrows turned red in diagrams (visual cueing). After studying one of the four versions, participants were asked to complete immediate and delayed recall-reconstruction tests, and to indicate their attitudes towards instructional materials. The results demonstrate the instructional benefits of using coordinated dual-modality cues in the complex multimedia material, in terms of immediate (p = 0.03, d = 0.53) and delayed (p = 0.02, d = 0.85) recall performances. The findings encourage soccer teachers to verbalize game actions with a louder accent, while simultaneously coloring the corresponding arrows in the diagram when explaining complex game situations for novices.

Keywords: arrows; diagram; game actions; narration; soccer; tactical learning; verbal cue; visual cue.

Figure 1

Simple (a) and complex (b) multimedia materials without cues.

Figure 2

Simple multimedia material by coordinated dual (visual and verbal) cueing of the third game action.

Figure 3

Recall–reconstruction test (immediate or delayed) used for the complex multimedia material.