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 (Mage = 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.
Highlights
On the one hand, considering the results of the attitudinal questionnaire, it was shown that participants reported similar reactions towards the different versions of multimedia equipment, which could contradict the findings of some previous studies showing the affective benefits of adding visual cues when learning from narrated diagrams [3,18]
The results indicate that the use/non-use of cues in the simple and/or complex multimedia material assisted students in developing their self-efficacy and holding their attention, which encouraged them to be more engaged/motivated in the learning process
The current study demonstrated important practical implications for physical education (PE) teachers using multimedia materials to communicate/explain tactical combinations of play
Summary
In team sports such as soccer, tactical learning refers to the ability of an individual student or player to effectively memorize/understand the strategies and tactics depicted in game situations [1]. To explain offensive/defensive playing systems, most soccer instructors rely heavily on diagrams as suitable didactical tools [1]. With these instructional materials, soccer teachers/coaches communicate the essential components of the game situations through two mediums. The first medium consists of the provision of cross symbols to depict visuo-spatial information (i.e., the players and the ball).
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