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, Rayda Ben Ayed, Atyh Hadadi, Turki Mohsen Alzahrani, Cheng-Deng Kuo and Yung-Sheng Chen
Additional contact information
Nourhen Mezghanni: Department of Sport Sciences, College of Education, Taif University, Taif 21944, Saudi Arabia
Ghazi Rekik: Tanyu Research Laboratory, Taipei 112, Taiwan
Zachary J. Crowley-McHattan: Discipline of Sport and Exercise Science, Faculty of Health, Southern Cross University, Lismore 2480, Australia
Yosra Belkhir: Research Laboratory—Education, Motricity, Sport and Health (LR19JS01), High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia
Rayda Ben Ayed: Laboratory of Molecular and Cellular Screening Processes, Center of Biotechnology of Sfax, Sfax University, Sfax 3000, Tunisia
Atyh Hadadi: Department of Sport Sciences, College of Education, Taif University, Taif 21944, Saudi Arabia
Turki Mohsen Alzahrani: Department of Sport Sciences, College of Education, Taif University, Taif 21944, Saudi Arabia
Cheng-Deng Kuo: Tanyu Research Laboratory, Taipei 112, Taiwan
Yung-Sheng Chen: Tanyu Research Laboratory, Taipei 112, Taiwan

IJERPH, 2022, vol. 19, issue 6, 1-11

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 (M age = 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.

Keywords: diagram; arrows; narration; game actions; visual cue; verbal cue; tactical learning; soccer (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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