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Using coordinated visual and verbal cues in complex multimedia materials to improve tactical learning in soccer
Journal article   Open access   Peer reviewed

Using coordinated visual and verbal cues in complex multimedia materials to improve tactical learning in soccer

Nourhen Mezghanni, Ghazi Rekik, Zachary J Crowley-McHattan, Yosra Belkhir, Rayfa Ben Ayed, Atyh Hadadi, Turki Mohsen Alzahrani, Cheng-Deng Kuo and Yung-Sheng Chen
International Journal of Environmental Research and Public Health, Vol.19, 3365
12/03/2022
DOI: https://doi.org/10.3390/ijerph19063365
PMID: 35329051
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Using coordinated visual and verbal cues in complex multimedia materials to Improve tactical learning in soccer1.72 MBDownloadView
Published (Version of record)CC BY V4.0,  Open Access
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Using Coordinated Visual and Verbal Cues in Complex Multimedia Materials to Improve Tactical Learning in SoccerView
Published (Version of record)CC BY V4.0,  Open

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Abstract

diagram arrows narration game actions visual cue verbal cue tactical learning soccer Sports science and exercise not elsewhere classified Sport, exercise and recreation not elsewhere classified
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.

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