News Release

Screen-based simulation supporting problem-based learning to improve football tactics

This article by Dr. Jirarat Sitthiworachart and colleagues is published in the journal, The Open Sports Sciences Journal

Peer-Reviewed Publication

Bentham Science Publishers

This study examined how Problem-Based Learning (PBL) combined with Screen-Based Simulation (SBS) affects undergraduate football players' tactical decision-making, tactical skills, and engagement. The Screen-Based Simulation presented real game tactical scenarios to the learners, helping them identify and analyze tactical problems. Problem-Based Learning allowed learners to gain a deeper understanding of these problems and discuss them more effectively.

Two simulation tools were used in this study. The first, the "football match basic offensive and defensive tactical simulation experiment platform," supports football tactics teaching by allowing students to identify tactical problems and learn tactics. The second tool, TacticUP, is a screen-based simulation for testing football tactical decision-making. We conducted the study with second-year physical education students at a Chinese university. Seventy-nine students were divided into an experimental group using PBL-SBS and a group taught using traditional methods. Both groups took a pretest to assess their tactical decision-making before the experiment and were tested again after the six-week experiment. They also completed a questionnaire on their tactical skills and engagement.

There was no significant difference in the pretest scores for tactical decision-making between the two groups (independent-sample t-test, sig = 0.997 > 0.05). However, after the experiment, the experimental group showed significantly better improvement in tactical decision-making. Their pretest mean score (59) was significantly lower than their post-test score (67) on a scale of 100 (paired sample t-test, sig < 0.01). ANOVA results indicated that the experimental group outperformed the traditional group in all areas—tactical decision-making, tactical skills, and student engagement—with all sig values less than 0.01.

Compared to traditional teaching, students using PBL-SBS performed better in tactical decision-making, tactical skills, and engagement.

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