Verbalization and Visualisation Effect on Football Technical Learning Using Loughborough Soccer Passing Test (LSPT)

Abstract

The purpose of this study is to verify verbalization and visualisation effect on learning basic technical elements with three male groups having the same educational level (basic 9th) and the same chronological age (15.5 +/- 0.5). Anthropometric measurements and soccer skill performances were assessed. In the six technical learning sessions and through Loughborough Soccer Passing Test (LSPT) (Ali et al 2008), the group number one (G1) worked regular meetings without verbalization, the second group (G2) worked with students-students oral verbalization and the third group (G3) has worked with teacher-student oral verbalization and visualization through the demonstration of the LSPT test by an expert. Data showed no significant differences in height and weight between groups. While results showed, significant differences between three groups were in favour of G3 compared to G2 and G1 and that were in favour of G2 compared to G1, which leads us to conclude that there is an effect of verbalization and visualization on learning football basic technical elements with different degrees according to the ways of verbalization. It is pertinent to conclude that football technical learning for boys in schools is influenced by oral verbalization and visualization effect.