The purpose of the study was to determine the efficacy of practical lessons in teaching fundamental football skills and the level of basic football skills among students at the College of Physical Education. The significance of the research lies in addressing the deficiency of specific fundamental football skills so that preparation is correct and founded on solid scientific foundations to enhance athletic performance. As for the research problem, it was determined through several factors and fundamental pillars, the most significant of which are (lesson, curriculum, student, and teacher), that lessons play a significant role in the planning process for the preparation and organisation of the educational level and evaluation of curricula. The research hypotheses predicted that there would be significant differences between pre-and post-tests regarding the acquisition of fundamental football abilities. Students in the first year of _ College of Physical Education and Sports Sciences _ Misan University for the academic year 2022_2023 participated in the research. As well as tests for fundamental football skills, such as running with the ball (rolling), shooting and passing, exploratory experience, and the preliminary experiment, and appropriate statistical means to process test results for the purpose of reaching conclusions. The results were presented, analyzed, and debated using the statistical programme (SPSS) for data processing, where they were discussed scientifically and accurately supported by the findings of numerous studies and research on the topic of the study. The researcher concluded that the practical teachings at the College of Physical Education had a positive impact on the acquisition of goal-scoring skills by the research sample. The practical teachings in the skill of rolling with the ball have had a positive effect on the purchase of the passing skill research sample. The researcher concluded that practical instruction curricula must be implemented for players to acquire fundamental football skills. And the need to conduct additional comparable studies focusing on basic skills, which the researcher did not address in his research.
The world is witnessing a massive revolution in overall scientific progress as a result of the use of modern technology, where competition between the different countries of the world depends primarily on how to benefit from techniques and scientific capabilities and modern technology in pushing the process of development of society forward to ensure the future by entering all facilities of life and after Iraq from the countries that introduced technology in learning [1]. Education specialists sought to introduce new educational methods enhanced by modern and developed technologies to facilitate teachers to reach the required level of development for their students [2]. And because physical education and sports sciences are an essential and integral part of general education, attention has become a value for a particular distinctive physical education lesson that differs from other lessons that work to provide students with basic skills for all sports, especially football [3]. Physical education is one of the lessons through which we can create a good base for learning basic skills in football. The lack of use of curricula for scientific lessons demonstrated the lack of accurate scientific foundations that would reach the players at the highest possible level to raise through them the reality of a good life [4]. The importance of the research rests in determining the efficacy of practical lessons in the Faculty of Physical Education for providing students with fundamental football skills and for standing at the educational process level. Through the use of science curricula in the scientific lessons demonstrating scientific knowledge and the introduction of teaching and educational methods in which modern technologies are incorporated as aids to help students identify the mistakes that occur while learning the correct performance, to keep up with the development of the game, and to facilitate and accelerate the process of teaching football skills, it is possible to reduce and accelerate the process of teaching football skills.
The Problem the Study
The success of the educational process is dependent on several factors and fundamental pillars, the most important of which are (lesson, curriculum, student, and teacher) and the lessons cycle effective as responsible for the process of planning, preparation, and organization of the educational level and evaluation of curricula, and thus the process of preparing it is one of the most important issues in the field of education in general and physical education in particular [5] in instances where mathematical proficiency is contingent on the prevailing educational philosophy [6]. Through the researcher's presence during scientific lessons as a student of the Faculty of Physical Education who practised the game, he discovered that the teaching of the skill by teachers who work skills is in a collective sequence, i.e., students join in groups. At other times they employ the method of competition in teaching some fundamental skills. As a result of this reasoning and the researcher's endeavour to develop a small-scale study, it was determined that the College of Physical Education's curriculum should be based on the most crucial factors.
The Objectives of the Study
Identify practical lessons at the College of Physical Education, and learn basic football skills.
Identify the level of some basic football skills among students of the College of Physical Education.
The Hypotheses of the Study
The existence of significant differences between pre-and post-tests in teaching some basic football skills.
The Areas of the Study
Human Area: Students of the first stage _ College of Physical Education _ Misan University for 2022_2023.
Temporal Area: From 1/12/2021 to 12/4/2022.
Spatial Area: Outdoor courtyard of the College of Physical Education, Misan University.
Research Methodology and Field Procedures
Research Methodology: The researcher adapted the experimental method to the research problem if it represented a scientific diagnosis of the issues or phenomena to the extent that objective instruments were available [7].
Research Community and Sample
The research sample was selected from the original community, which was comprised of (20) first-grade students in the Faculty of Physical Education; the intentional method was used to determine the sample, and the sample percentage was (44.44) per cent of the original community, which was comprised of a total of (50) individuals (45).
Selection of Basic Football Skills
One of the necessary preliminary procedures carried out by the researcher is the preparation of a questionnaire form, specifically to nominate the basic skills of football appropriate to the subject, methodology, and sample of the research as the vocabulary of the curriculum followed in the College of Physical Education was determined the first stage. After collecting the returned forms, the researcher decided the percentage of the most significant agreement of skills, as shown in Table 1, by calculating and extracting the information from the forms.
Tests Used in The Research
Firstly: Ball Running (Rolling) Test [8].
Test Name: Ball Running (Rolling).
Purpose of the Test
Measuring the player's speed in rolling the ball.
Tools used
Tape measure, stopwatch, football.
Performance Method
A flat land with a length of (30) m. It is determined by two lines, one at the beginning and another at the end, with a width of not less than (30) m.
Registration Method
Records the time closer than ten seconds.
Secondly
The purpose of the test: is to measure the player's speed in rolling the ball [9].
Test Name
Measuring Skill Performance Endurance Running Test (5×30m Back and forth with the ball).
Purpose of the Test
Football Performance Endurance Measurement.
Table 1: Shows the percentage of nominations in the selection of basic football skills
No | Basic Skills | Percentage |
Ball Running (Rolling) | 80 | |
Shooting at goal | 80 | |
Handling | 80 | |
Shuffle | 60 | |
Control the ball | 60 |
Performance Method
(6) Signs of the distance between one sign and another (2) m and the last sign at a distance of (2) m from the penalty
line of the goal free of the goalkeeper of the plan, football The goal is divided into three sections The first section is away from the posts a distance of (1) m The third section is away from the other post (1) m and the second section between the first and third sections with a distance of approximately (4.5) meters
Registration Method
It rewards the participant one point if they score during the second section. (midfield) two points are awarded to the player if they shoot on the two areas closest to the goal posts; if the ball travels outside the goal, no points are awarded.
Third: Passing the ball towards a goal drawn on the ground from a distance of (20) meters
Purpose of the test: Handling accuracy [10].
Test Name
Measuring Passing the ball towards a goal drawn on the ground from a distance of (20) meters.
Purpose of the Test
Limited test area, five balls and more, tape measure.
Registration Method
It gives the player (5) consecutive attempts, calculating the number of scores obtained by the player from the five attempts.
Scientific Foundations of The Tests
Constancy: It denotes that if the test is reapplied to the same or similar individuals, the same or similar results are obtained, indicating that the stability of the test results is assured, even if the test is repeated or repeated numerous times [11]. The researcher has selected the retest method to determine the stability coefficient for testing on a random sample of five (5) students from the first year of the College of Physical Education and those excluded from the original research sample.
Honesty: It is the extent to which a test measures something that is to be measured [12]. Therefore, to extract honesty, we presented the difficulties proposed for use in the research to a panel of experts and specialists in the field of testing and measurement in physical education and a lot of football.
Table 2: Shows the correlation coefficient and self-honesty of all tests that enjoyed a high degree of honesty
No | Tests | Stability Coefficient | Self-honesty coefficient |
Ball Running (Rolling) | 0,88 | 0,94 | |
Shooting at goal | 0,88 | 0,94 | |
Handling | 0,85 | 0,92 |
Objectivity
One of the important factors in the tests is objectivity, which indicates impartiality. Webster and Hewett [13] defined objectivity as the absence of impact of subjective judgements by the experimenter and that objectivity is available without bias and self-intervention. The greater the degree of subjectivity on the provisions of the test, the less objectivity, and the less subjective impact judgments, the greater the result of objectivity. Through testing, it was determined that there is no difference between experts regarding selecting the appropriate test for each skill. Thus the estimators do not differ in their ability to evaluate something or a specific topic [14]. The tests used in the study are well-known, clear, understandable, and straightforward; the instructions for each test have been explained and clearly defined, as have all the conditions to be met, and the tests have been determined by the group of experts who were presented with the tests.
Exploratory Experience
It is a preliminary experimental study that aims to choose research methods and instruments [15]. The researcher carried out his exploratory experiment on November 22nd, 2021, because doing so would allow him to determine what needed to be done and which resources, methods, procedures, iterations, and teams would be optimal.
Per- Tests and Post-Tests
On December 15th, 2021, the researcher administered pre-tests to the research sample with the assistance of support staff. All necessary preparations for the tests were made, including the procurement of tools, balls, and objectives. These skill tests were conducted in advance of the Main Experience study. The method of implementing the tests and how to divide the score for each laboratory was explained with an explanation of the number of attempts, as well as giving a sufficient rest period between the test and the individual research sample. The researcher set 2_3_2021 as the date for administering post-tests to the study's participants after a period had passed, and she made every effort to replicate the conditions under which the pre-tests had been issued.
Statistical Means
The statistical data has been processed based on the Statistical Program System (SPSS).
Presentation and analysis of the results of pre-and post-tests of the skills under research for the experimental group
According to Table 3, which displays the arithmetic means and standard deviations, the pre-test had an arithmetic mean of (5.15), a standard deviation of (2.25), and the post-test had an arithmetic mean of (8.55), a standard deviation of (1.50). The pre-test ball running (rolling)has reached the arithmetic mean (26.89) and standard deviation (2.85), either the post-test has reached the arithmetic mean (19.86) and standard deviation (1.62),
Table 3: Shows the arithmetic means and standard deviations of the experimental group
Variables | Pre-tests | Post-tests | T | ||
M | SD | M | SD | ||
Ball Running (Rolling) | 5,15 | 2,25 | 8,55 | 1,50 | 8,64 |
Shooting at goal | 26,89 | 2,85 | 19,86 | 1,62 | 3,07 |
Handling | 7,30 | 1,454 | 11,85 | 2,32 | 9,85 |
Table 4: Shows the arithmetic means and standard deviations of the control group
Variables | Pre-tests | Post-tests | T | ||
M | SD | M | SD | ||
Ball Running (Rolling) | 5,20 | 2,16 | 6.45 | 1.63 | 7,34 |
Shooting at goal | 27.09 | 2.33 | 21.57 | 1.55 | 3.66 |
Handling | 7,52 | 1,61 | 9,76 | 2,92 | 8,77 |
Table 5: Shows the arithmetic means and standard deviations post-test of the experimental and control group
Variables | Experimental Group | Control Group | T | Sig | ||
M | SD | M | SD | |||
Ball Running (Rolling) | 8,55 | 1,50 | 6.45 | 1.63 | 8,21 | 000,1 |
Shooting at goal | 19,86 | 1,62 | 21.57 | 1.55 | 4.08 | 000,0 |
Handling | 11,85 | 2,32 | 9,76 | 2,92 | 6,35 | 000,2 |
either the handling test has reached the tribal arithmetic mean (7.30). The standard deviation (1.45) and the post-test have reached the arithmetic mean (11.85) and standard deviation (2.32).
Presentation and analysis of the results of the pre-and post-tests of the skills under research for the control group
According to Table 4, which displays the arithmetic means and standard deviations, the pre-test had an arithmetic mean of (5.20), a standard deviation of (2.16), and the post-test had an arithmetic mean of (8.55), a standard deviation of (1.50). The pre-test ball running (rolling)has reached the arithmetic mean (27.09) and standard deviation (2.33), either the post-test has reached the arithmetic mean (21.57) and standard deviation (1.55), either the handling test has run the tribal arithmetic mean (7.52). Standard deviation (1.61), and the post-test has reached the arithmetic mean (9.76) and standard deviation (2.92).
Presentation and analysis of the results of the post-tests of the skills under research for the experimental and control group (Table 5).
Table 5 shows that there are statistically significant differences between the experimental group and the control group in the post-test, as the experimental group outperformed the control group in the skills of scoring, rolling the ball, and handling positively, with the researcher attributing the difference to the fact that the sample is students of the first stage, who did not practice football skills, any of the raw pieces, and the impact of science lessons in learning. Statistically significant differences between the pre-and post-tests, in favour of the post-test, were found through presentation and analysis of the results, and the researcher attributes these differences to the usefulness of hands-on lessons and the viability of exercises incorporated into the curriculum based on the correct scientific foundations and the accurate link between the repetitions of each exercise. The evolution observed in the study's sample can be attributed to classroom instruction and reliance on theoretical frameworks provided by professors and PhD holders from top Iraqi universities. Similarly, the researcher took note of the wide variety of skill-building activities designed to keep the recipient on their toes. El-Amin and Johnson (2022) confirm (the need for diversity in the use of exercises and the style of their performance) that the omission of the process of change in the training excitement, such as the change in the number of repetitions or groups or the intensity of pregnancy or the type of training, is the most common training hazard among trainers. As a result, students' skill levels have increased dramatically. The study's Dervent et al. [16] believe this transformation resulted from students' lower football ability levels upon first enrolling at the College of Physical Education. Therefore, the varied motor scenarios students encountered in the practical courses effectively contributed to overcoming the learning and performance aspects and, consequently, enhanced their abilities [17]. In this regard, he notes Camiré et al. [18] assertion that fundamental skills evolve due to acclimatization. According to Stephens Hemingway [19], one of the most crucial aspects of skill development is the athlete's acclimatization to previously unfamiliar situations
The following conclusions were reached based on test results and statistical methods and techniques:
The practical lessons in the College of Physical Education have positively affected the acquisition of the research sample of the skill of scoring towards the goal.
The practical lessons in the College of Physical Education have positively affected the acquisition of the research sample of the skill of rolling with the ball.
The practical lessons in the College of Physical Education have positively affected the acquisition of the research sample of the handling skill.
Recommendations
The researcher offers the following suggestions based on the results of the study:
The need to adopt practical lessons and curricula to acquire players' basic football skills.
We are using skill tests used in research to evaluate the level of skill performance of students of the Faculty of Physical Education periodically.
The necessity of conducting other similar studies dealing with basic skills that the researcher did not address in his research.
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