The use of virtual reality for tactical learning: the moderation of expertise and visuospatial abilities

Abstract

ABSTRACT Virtual reality (VR) is gaining traction in sports for training and athlete preparation. Yet, its impact depending on learners’ cognitive abilities remains uncertain. This study investigates the efficiency of immersive VR versus non-immersive animation in the memorisation of soccer tactics, with a focus on learners’ expertise levels and visuospatial abilities (VSA). A total of 104 participants, comprising novices (N = 52) and expert soccer players (N = 52), underwent VSA assessment through a computerised test. Subsequently, participants memorised and reproduced soccer scenes presented in both immersive and non-immersive formats. Results indicate a higher learning performance for non-immersive animation over VR in scene memorisation, except for high-VSA expert participants, who were able to benefit from VR. The study suggests that coaches should consider expertise levels and VSA when choosing visualisations for communication and learning sessions and be cautious with emerging technologies like VR, as it may hinder athletes’ learning efficiency.