COMPARING THE COMMAND METHOD AND THE LECTURE METHOD IN TEACHING TACTICAL STRATEGIES IN TEAM SPORTS.

COMPARING THE COMMAND METHOD AND THE LECTURE METHOD IN TEACHING TACTICAL STRATEGIES IN TEAM SPORTS.

Abstract:
Effective instruction in team sports requires the implementation of appropriate teaching methods to enhance players’ understanding and execution of tactical strategies. This study aims to compare the effectiveness of two teaching methods, namely the Command Method and the Lecture Method, in teaching tactical strategies in team sports. The Command Method involves the coach providing explicit instructions and demonstrations, while the Lecture Method involves the coach delivering information through verbal explanations.

To evaluate the effectiveness of these teaching methods, a quasi-experimental design was employed, with two groups of participants randomly assigned to either the Command Method or the Lecture Method instructional conditions. The study focused on tactical strategies in team sports, such as positioning, movement patterns, decision-making, and communication.

Data collection involved pre- and post-tests to assess participants’ understanding and application of tactical strategies. Additionally, qualitative observations and feedback were gathered to provide further insights into the participants’ learning experiences.

Preliminary findings indicate that both the Command Method and the Lecture Method have their advantages and limitations in teaching tactical strategies in team sports. The Command Method was found to be effective in providing clear instructions and immediate feedback, promoting skill acquisition and execution. On the other hand, the Lecture Method facilitated a deeper understanding of tactical concepts, enabling players to make informed decisions during gameplay.

The results suggest that a combination of both teaching methods may yield the most comprehensive approach to teaching tactical strategies in team sports. By integrating the strengths of the Command Method’s explicit instruction and the Lecture Method’s conceptual understanding, coaches can create a well-rounded learning environment that enhances players’ strategic thinking, decision-making abilities, and overall performance.

Further research is warranted to investigate the long-term effects of these teaching methods on players’ retention and transfer of tactical knowledge. Additionally, exploring the individual differences and learning preferences of athletes may help tailor instructional approaches to optimize learning outcomes in team sports.

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