KMITL

Permanent URI for this communityhttps://dspace.kmitl.ac.th/handle/123456789/1

Browse

Settings

Author: search.filters.author.Morris, JohnSubject: search.filters.subject.Screen-based simulation

Search Results

Now showing 1 - 2 of 2
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    Application of Simulation Technology in Football Training: A Systematic Review of Empirical Studies
    (2024-01-01)
    Jia, Teng
    ;
    Sitthiworachart, Jirarat
    ;
    Morris, John
    Background: This review aimed to cover the characteristics and functions of simulation tools applied to football training, the process and results of empirical research, the benefits of simulation tools for football training, and existing challenges. Materials and Methods: To investigate and analyze the effect of simulation technology in football training, the PRISMA method was used to systematically review 18 relevant empirical studies published between January, 2014 and July, 2023. Results: The study identified three types of tools for applying simulation technology to football training, including head-mounted displays, Cave Automatic Virtual Environment (CAVE), and Screen-Based Simulation. These tools have been effective in training football playing techniques (including goalkeeping, heading, etc.) as well as football tactical skills (including perception-cognitive and decision-making) and can be used as a supplement to regular training. Conclusion: If simulation technology is to enhance football training, we suggest that it is necessary to carefully verify the validity of the tool and the long-term impact of simulation training on participants and verify that simulation actually translates to real-world games. At the same time, it is suggested that future research could explore training with mixed VR and AR to develop more realistic and effective training platforms.
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    Screen-based Simulation Supporting Problem-based Learning to Improve Football Tactics
    (2024-01-01)
    Jia, Teng
    ;
    Sitthiworachart, Jirarat
    ;
    Morris, John
    Introduction: This study measured the effect of Problem-Based Learning (PBL) with Screen-Based Simulation (SBS) on undergraduate football tactical decision-making, tactical skills, and student engagement. The Screen-Based Simulation showed tactical scenarios in real games to learners, promoting the identification and analysis of tactical problems in learning. Problem-Based Learning enabled learners to get a deeper understanding of the tactical problems and discuss them effectively. Materials and Methods: Two simulation tools were used in this study. The first one, ‘football match basic offensive and defensive tactical simulation experiment platform,’ is scaffolding in football tactics teaching. Students could use the simulation platform to find tactical problems and learn tactics. The second one, TacticUP, is a screen-based simulation tool to test football tactical decision-making. We used second-year students majoring in physical education at a Chinese university. Seventy-nine students were divided into an experimental group using PBL-SBS and a group taught traditionally. Before the experiment, the tactical decision-making of both groups was assessed in a pretest, and at the end of the six-week experiment, the students were tested again. They also completed a questionnaire on tactical skills and student engagement. Results: There was no significant difference between the pretest scores on tactical decision-making between the two groups (independent-sample t-test, sig = 0.997 > 0.05). However, after the experiment, significantly better improvement was observed in tactical decision-making in the experimental group. The pretest mean score (59) was significantly lower than the post-test one (67) on a scale of 100 (paired sample t-test, sig <0.01). ANOVA showed that the experimental group performed better in all aspects, namely tactical decision-making, tactical skill, and student engagement, than the traditional group (Sig values were all less than 0.01). Conclusion: Compared with traditional teaching, PPL-SBS students performed better in tactical decision-making, tactical skills, and student engagement than students in the traditional teaching group.