The interaction of task complexity and gender on mental rotation skills in primary school students

Purpose: This study investigated the impact of using a digital analysis tool on the tactical skills of primary school students in recognizing cover shadows and finding possible passing routes. Methods: Ninety-two students participated, with the experimental group analyzing game scenes by drawing cover shadows and passing routes using a digital tool, while the control group analyzed without digital support. Tactical skills were assessed using a coding manual adapted from the Game Performance Assessment Instrument, focusing on on- and off-ball behaviors. Results: Significant improvements were found in the experimental group for “Positioning” (p = .016) and “Correct Ball Demand” (p = .031), indicating better positioning to pass and more correct verbal/gestural ball demands. Conclusion: Working with a digital tool improved the students’ tactical skills. The behaviors of “Positioning” and “Correct ball demand” benefited the most, as these rely less on technical and coordinative skills compared with other tactical behaviors.

Journal article