Teaching Of Tactics Research Articles

Screen-based Simulation Supporting Problem-based Learning to Improve Football Tactics

Introduction This study measured the effect of Problem-Based Learning (PBL) with Screen-Based Simulation (SBS) on undergraduate football tactical decision-making, tactical skills, and student engagement. The Screen-Based Simulation showed tactical scenarios in real games to learners, promoting the identification and analysis of tactical problems in learning. Problem-Based Learning enabled learners to get a deeper understanding of the tactical problems and discuss them effectively. Materials and Methods Two simulation tools were used in this study. The first one, ‘football match basic offensive and defensive tactical simulation experiment platform,’ is scaffolding in football tactics teaching. Students could use the simulation platform to find tactical problems and learn tactics. The second one, TacticUP, is a screen-based simulation tool to test football tactical decision-making. We used second-year students majoring in physical education at a Chinese university. Seventy-nine students were divided into an experimental group using PBL-SBS and a group taught traditionally. Before the experiment, the tactical decision-making of both groups was assessed in a pretest, and at the end of the six-week experiment, the students were tested again. They also completed a questionnaire on tactical skills and student engagement. Results There was no significant difference between the pretest scores on tactical decision-making between the two groups (independent-sample t-test, sig = 0.997 > 0.05). However, after the experiment, significantly better improvement was observed in tactical decision-making in the experimental group. The pretest mean score (59) was significantly lower than the post-test one (67) on a scale of 100 (paired sample t-test, sig <0.01). ANOVA showed that the experimental group performed better in all aspects, namely tactical decision-making, tactical skill, and student engagement, than the traditional group (Sig values were all less than 0.01). Conclusion Compared with traditional teaching, PPL-SBS students performed better in tactical decision-making, tactical skills, and student engagement than students in the traditional teaching group.

Research on the Application of Apriori Algorithm in the Teaching of Ball Sports Techniques and Tactics

To address the problem that technical and tactical aspects of ball games have a large impact on match-winning, association rules are used to mine and analyse the data. Item constraint terms are added to the original Apriori algorithm to reduce the generation of redundant data, and the operational efficiency of the improved association rules is improved with the aid of the GSA-PSO algorithm to give full play to the fast convergence advantage of the hybrid algorithm. The experimental results show that the algorithm proposed in the study is more convergent than the Apriori algorithm, and the former has fewer iterations on average in the single-peaked function; the overall search accuracy is significantly improved. The algorithm is also less disturbed by the dataset than the Apriori algorithm, with an average running time of 19.23s, 21.54s and 25.61s for dataset sizes of 200, 500 and 1000 respectively. The deviation rate between the predicted and actual coaching strategies was less than 5% and the scoring tolerance rate was between 0.04 and 0.10. It indicates that the algorithm proposed in the study can improve the efficiency of data analysis, which is conducive to the development of a perfect ball sport technical and tactical scheme and promote the stability of ball sport technical and tactical development.

The application of the physical-educational integration model in the technical and tactical teaching of college soccer-specific students and its effects

Abstract The concept of body-education fusion integrates educational concepts and sports resources while focusing on theoretical knowledge and skills knowledge, which has become another new form of the development of sports and soccer education and teaching in the new era. This paper analyzes the innovation orientation of the technical and tactical teaching mode of soccer special students under the model of body-teaching fusion, combines the characteristics of soccer technical and tactical teaching, constructs the teaching idea, and divides the teaching content stage. Applying the evaluation of the soccer teaching effect, it constructs the evaluation system of the technical and tactical teaching effect of college students specializing in soccer with four first-level indexes, namely, athletic ability, healthy behavior, thinking development, and team cooperation. Using the hierarchical analysis method to calculate the weight of each index, the fuzzy comprehensive evaluation method is used to carry out a comprehensive evaluation of the technical and tactical teaching mode of soccer specialization students with the integration of body teaching. Combined with the results of the fuzzy comprehensive evaluation of the body-teaching fusion model, we analyze and verify the advantages of the application of the body-teaching fusion model in the technical and tactical teaching of soccer special students. The fuzzy evaluation results of the technical and tactical teaching mode of students in the integration of sports and education football accounted for 45.79%, 32.81%, 19.05%, 2.35%, and 0, respectively, in the expert evaluation grades of “excellent”, “good”, “average”, “passing” and “to be improved”, respectively, and the comprehensive score was 87.03 points, which was significantly better than the interactive teaching mode before the implementation of the concept of sports and education integration, and had certain teaching advantages.

Methodology for preparing and conducting a tactical teaching battery with combat shooting of the cadet unit

In the article consider the organization and conduct of tactical teaching with combat shooting with cadet units of senior courses. Improving cadet skills in the fulfillment of the responsibilities of the commanders and the personnel of artillery units. Check in the ability to perform fire tasks provided for by the archery of artillery, requiring commanders of adoption of independent and bold solutions, decisive and dear action of units, fulfill the tasks of suddenly emerging tasks. Place and evaluation of the action of each cadet, his commander qualities, the moral and psychological, organizational, qualities of a specialist, his field sweating. Show the organization and methodology for holding tactical teachings.

Augmented Reality of 3D Content Application in Common Operational Picture Training System for Army

ABSTRACT The purpose of this article is to discuss how to improve the ways the Taiwanese Ground Forces use the common operational picture (COP) for training to improve the efficacy of tactical training and understanding of the combat field. Augmented Reality (AR) has made huge progress in the past decade and is widely applied in education, industrial sector, medical industry, military industry. More attention is focused on training simulations for soldiers and improving battlefield perception systems. The application of AR in tactical training is still an emerging realm of research but has a huge potential. Related studies have shown the application and technical limitations of AR technology in the military field. Then, using a user-oriented research method, a tactical training system based on 3D augmented reality is proposed and constructs a system prototype to combine virtual information with the real environment and provide the advantages of intuition, interaction, and information visualization. The experiment had an experimental group and control group, and an independent sample “t” was tested for evaluation and comparison. The experimental results show that the understanding of battlefield situations and tactical actions in the AR-based tactical teaching system has changed significantly. The system prototype and experimental content provide useful contributions to the tactical teaching of the Army Academy, and it can be used as a reference for the development of AR in future military applications.

Problems and Countermeasures in the Process of Applying Multimedia Technology in Basketball Teaching

Nowadays, there are few researches on using multimedia animation technology to assist basketball tactics teaching and training in college physical education. The research of multimedia animation assisting basketball tactics teaching can help promote the current teaching mode, teaching environment, and teaching methods. From the perspective of the development trend of modern education and the benefits of multimedia technology in physical education teaching, this article demonstrates the inevitability of applying multimedia technology in college basketball teaching and demonstrates the feasibility of implementing multimedia physical education in colleges and universities from the three aspects of multimedia teaching environment, teacher teaching ability analyzes the factors that affect the effect of multimedia‐assisted teaching. Students’ acceptance characteristics of the multimedia environment are obtained. Relevant research results and suggestions on the use of multimedia animation in basketball tactics teaching will be submitted. Research shows the ability and student’s learning ability. It analyzes the effects of multimedia‐assisted teaching in basketball tactics. In this article, at 84% of teachers feel that multimedia‐assisted teaching is better. However, some objective factors restrict teachers’ use of multimedia‐assisted teaching methods. Among them, poor production technology and inconvenient use are the main factors that teachers think affect the application of multimedia‐assisted teaching methods in actual teaching, and these influencing factors are difficult to eliminate in a short time.

Application of Data Mining Technology in the Subject Tactical Teaching of Badminton

In badminton field tactics teaching, there are problems of not timely, inaccu-rate and incomplete data collection of completion cases, not deep enough da-ta and too few personalized training programs for athletes' tactics. Aiming at solving the above problems, the traditional Apriori association algorithm was optimized, and the algorithm was applied to the acquisition of badminton field tactics case data. Moreover, the multidimensional data mining was con-ducted, thus providing a scientific and personalized teaching plan for bad-minton field tactical teaching. The simulation experiments showed that data mining technology applied to badminton field tactics teaching could effec-tively put forward personalized teaching plan for data support from the tacti-cal point of view, and improve the effect of badminton field tactical teach-ing.

Application of Virtual Environment in the Teaching of Basketball Tactics

The traditional experience basketball teaching method can only master the technical essentials through repeated practice, which seriously affects the ef-ficiency of basketball training. Based on this problem, a basketball teaching simulation system was constructed by using virtual reality technology. The system established a virtual simulation model of basketball players, which planed the track of athletes. In the meanwhile, it captured the real situation of basketball players and contrasted them with simulated trajectories, so as to help athletes do more targeted training. The results showed that basketball technology teaching model based on virtual reality could help athletes grasp the key points of motion skills as soon as possible, and greatly improve the training efficiency of basketball players.

Experimental Research with Combination of Whole Brain Teaching and Basketball Techniques

This paper gives exploration on the whole brain teaching of techniques and tactics by aiming at basketball teaching of middle school, and it makes analysis and discussion by conducting whole brain teaching experiment on techniques and tactics, with the expectation of providing some theoretical and practical references to the whole brain teaching of basketball techniques and tactics of middle school. In the experiment, it mainly gives comparative analysis to experimental group and control group from such aspects as skills test, statistics of the left-right limb-dominated tactics coordination in game and shooting number after learning. According to the teaching experimental research, it draws the conclusion that: whole brain teaching can promote not only the grasping of basketball techniques by students but also the grasping of inferior-side tactics coordination by students, and it can increase the choice opportunities of tactics coordination and enhance the chance of victory in game.

Research on the Application of Football Classic Tactic Teaching System in Football Compulsory Course in High Normal Colleges

Ased on the National Education Ministry's Main Courses Teaching Guidance Outline For College Physical Education Undergraduate Course, this study analyzes some main issues in the football tactic teaching in sports education professional. Combining the present high normal colleges and universities physical education teaching, the study designs and develops the football tactic teaching system with modern multimedia technology. At last, the author implements a comparative experiment in order to form a high efficiency tactics teaching process in the limited teaching hours and to improve students' tactical ability to lay a good foundation for future for students in football teaching and training work.

Assessment of secondary school students' game performance related to tactical contexts.

Certain limitations remain unaddressed when utilizing the Teaching Games for Understanding approach, suggesting the need for more research on authentic assessment of skill development and tactical awareness in order to guide the design of developmentally appropriate curriculum materials. This study investigated physical education students’ (n=19; age: 13.71 ± 0.4) game performance during an invasion game, specifically the relationship between their skill execution and decision-making ability. The purpose of the study was twofold: (a) to devise and implement a ‘game context’ approach to assess the game performance components and in doing so, (b) to provide information that could be used to design suitable learning progressions within tactical teaching approaches. Students’ game performance was videotaped, and measures of skill execution and decision-making were developed from observational analyses. Decision-making was measured at two levels: a) decision making restricted to the selection of technical-tactical skills (i.e., passing, moving with the ball, getting free, marking, tackling, double teaming and interception; and b) decision-making in the adaptation to the tactical contexts of the game. Participants played a 5 vs. 5 modified eight-minute team handball game. Participants scored significantly higher in penetrating-the-defense context adaptation than in keeping-the-ball context adaptation. Participants showed a higher efficiency in decision-making than in execution in most of the technical-tactical skills; including on-the-ball over off-the-ball decision-making, and in attack compared to defensive execution. The findings also revealed significant relationships between decision-making and skill execution in shooting, tackling and passing.

Research on Application Multimedia Technologies in Basketball Basic Tactic Teaching

Multimedia technology in the field of education and teaching has made great achievements. It is also used widely in the area of sport. However, multimedia technology in the teaching of basketball tactics is still in the initial stage. The paper is to study the application of multimedia technology in teaching basketball tactics, and to make "basic tactics of basketball teaching" Multimedia CAI Courseware. The Study shows that it is possible to use multimedia technology in basketball tactics, and it is bound to help improve basic tactics of basketball teaching.

The Use of Computer-Aided Teaching Software in the Teaching of Basketball Tactics

The development of computer-aided technology provides the material basis for the construction of the integration of learning theory and basketball tactics course. But computer-aided technology itself does not naturally promote teaching, how it reasonable design, the use of computer-aided technology can fully reflect the of basketball tactical movement skills learning principles? Embodies the law of basketball tactics and skills in learning how to make the whole process of teaching and characteristics, in order to achieve the purpose of the optimization of teaching? To solve this problem, basketball Tactical Teaching must be systematic design. (Abstract)

Developing pupils’ performance in team invasion games

Background: To develop pupils’ team invasion games (TIG) performance within physical education (PE), practitioners have traditionally adopted teacher-centred, skill-focused approaches. Teaching Games for Understanding and the Tactical approach are alternative approaches to TIG teaching that aim to develop overall game performance, including decision-making performance. Purpose: The main purpose of this study was to conduct an ecologically valid investigation into the effects a tactical teaching approach had on game knowledge, game playing performance and pupil perception of decision-making ability compared to authentic teaching in a Scottish secondary school. Participants and setting: Fifty-two pupils (24 female; 28 male; age = 12.5 ± 0.3 years) participated in this study. The pupils were made up of two secondary 1 (S1) classes from a Scottish urban state secondary school. Both classes were heterogeneous in terms of gender and ability and the pupils from each class had similar pre-secondary school PE experiences. Two teachers, Lisa and Anthony, took part in this study. Both Lisa (age = 23 years) and Anthony (age = 27 years) had taught in the school for one year. Intervention: The overall aim for both teachers was to develop the pupils’ performance in a game of 4v4 basketball over a five-week block. The teaching strategies Lisa used to reach this aim were based on the Tactical approach to teaching games. Using pupil-centred teaching strategies such as problem-solving, discussing and reflecting, Lisa's aims were to develop the pupils’ tactical understanding and game performance in relation to creating space on and off-the-ball to keep possession and progress towards target, re-gaining possession and counter attack, and denying space in the key area. Anthony followed the PE department's guidelines for teaching basketball to improve the pupils’ performance in 4v4 basketball. This involved the application of direct teaching strategies to teach the chest pass, the bounce pass, dribbling, the set shot, the jump shot and the lay-up. Data collection: Data from focus group interviews was gathered in order to elicit pupils’ knowledge and experiences of learning to play TIG. The pupils were recorded on video before and after the intervention to determine any differences in game playing performance between groups. Finally, a questionnaire was administered in order to establish the pupils’ perception of their own decision-making abilities both on and off-the-ball. Data analysis: The focus group interview data were analysed by two experienced researchers who identified key experiences (or bodies of knowledge) about basketball that the pupils in each group discussed. In order to analyse the participants’ game performance in offence both on and off-the-ball, their tactical decisions were coded as ‘good’ or ‘poor’, and their on-the-ball skill execution was coded as either ‘successful’ or ‘unsuccessful’. The questionnaire data were analysed using a mixed design two-way repeated measures ANOVA to test for differences between the two groups in their perception of decision-making ability. Findings: During the focus group interviews, the group that took part in the traditional, more skill-focused, lessons discussed the technical components of basketball skills, and the pupils from the game-based lessons discussed the different principles of play that they applied during practices and games. The 4v4 game performance data demonstrated that the game-based group made significantly more good decisions on and off-the-ball compared to the skill-focused group. There were no significant differences between groups post intervention in terms of on-the-ball skill execution. The pupils in the game-based group believed that their decision-making abilities, both on and off the ball, had improved. In contrast, the class that took part in the skill-focused lessons believed that their decision-making abilities had deteriorated over the five-week period. Conclusion: The findings from this research provide valuable information in relation to the learning outcomes produced by different teaching approaches during an investigation high in ecological validity. In order to further our understanding teaching TIG, future research should examine the teaching and learning processes involved when adopting such approaches.

Enhancing metacognition in self-directed language learning

In recent years, learner training has been undertaken in many programmes aiming to achieve learners' autonomy. Quite often, however, this training has only focused on the teaching of tactics and strategies, overlooking other important factors such as students' attitude towards autonomy, beliefs and expectations about language learning and teaching, personal needs and objectives, learning styles and self-evaluation. One of the premises of any self-directed programme, we believe, should be that of enhancing students' metacognition to prepare them for approaching their own learning autonomy. Such a programme should involve cyclic diagnosis of learners' beliefs about language learning, preferred styles, learning needs and objectives in order to endow the learners with criteria for choosing optimum strategies, resources and activities for their individualized programmes. The purpose of this paper is, therefore, to highlight the unifying role of metacognition in all levels of learner training. This paper describes an application of this principle including two examples in which the counsellors have made extensive use of this principle. Finally, we suggest some resulting pedagogical implications and several areas for future directions.

Tactical Teaching

Tactical Teaching

The Teaching of Tactics

The Teaching of Tactics

The Teaching of Tactics

The Teaching of Tactics

The Teaching of Tactics

(1911). The Teaching of Tactics. American Physical Education Review: Vol. 16, No. 9, pp. 559-565.