<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml"><italic>Study aim</italic>: To improve the teaching of football techniques by applying cognitive and imagery techniques.<italic>Material and methods</italic>: 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.<italic>Results</italic>: Subjects from all experimental groups achieved significantly (mostly p&lt;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&lt;0. 05 - 0. 001) correlated with specific motor fitness and game skills in all groups of subjects.<italic>Conclusions</italic>: Cognitive approach improves the results teaching football techniques and may serve as a valuable tool in training.</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<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<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.

Cognitive support in teaching football techniques

University of Physical Education, Cracow, Poland

Biomedical Human Kinetics

{"article-title":"Cognitive support in teaching football techniques"}

Study aim: To improve the teaching of football techniques by applying cognitive and imagery techniques.Material and methods: Four groups of subjects, n = 32...

Cognitive support in teaching football techniques

Data publikacji: 12 maj 2009

Zakres stron: 26 - 30

DOI: https://doi.org/10.2478/v10101-009-0008-8

Słowa kluczowe
Cognitive teaching, Specific knowledge, Training efficacy, Football

This content is open access.

Cognitive support in teaching football techniques

Data publikacji: 12 maj 2009

Zakres stron: 26 - 30

DOI: https://doi.org/10.2478/v10101-009-0008-8

Słowa kluczoweCognitive teaching, Specific knowledge, Training efficacy, Football

This content is open access.

Słowa kluczowe
Cognitive teaching, Specific knowledge, Training efficacy, Football