The relationship between tactical knowledge and tactical performance for varying levels of expertise
Date of Award
2006
Degree Type
Dissertation
First Advisor
Karen Castagno
Abstract
This study examines the relationship between off-the-ball tactical knowledge and off-the-ball tactical performance of college-age female participants' (n = 34) with varying levels of expertise in territorial games. Tactical knowledge was measured using the Tactical Knowledge Instrument (TKI), which assessed participant responses when solving a "maintaining possession" tactical problem on a game board. The Game Performance Assessment Instrument (GPAI) measured participants' tactical performance while they played a directional keep-away game in the gymnasium. Analysis of variance tests revealed a significant difference between the tactical knowledge scores between Expert and Novice participants F(2,31) = 6.09, p = .0059. As the expertise level moved from Novice to Expert mean scores increased. Correlated t-tests were completed to investigate scoring differences among specific components of the GPAI. Tests revealed significant differences (p < .001) with the decision-making; synchronized movement with teammates (DMB) and adjust; eluding a teammate prior to cutting to space (AB) component scores when compared to all other GPAI component scores. The DMB and AB mean scores were significantly lower than other component scores for all expertise levels. Off-the-ball knowledge and off-the-ball performance scores were not correlated among expertise groups. Expertise also did not prove to be an accurate indicator of participants' level of tactical knowledge (other than between Expert and Novice) or tactical performance. These results may have implications concerning the over emphasis of skill versus tactical-based teaching and coaching, and may help select the instructional methods best suited for territorial games.
Recommended Citation
Auld, Robin Kirkwood, "The relationship between tactical knowledge and tactical performance for varying levels of expertise" (2006). Open Access Dissertations. Paper 2089.
https://digitalcommons.uri.edu/oa_diss/2089
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