Recognition and Knowledge Representation Related to Attacking Play in Varsity Soccer Players

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  • Natsuhara Takayuki
    Doctoral Program in Coaching Science, Graduate School of Comprehensive Human Sciences, University of Tsukuba Doctoral Program in Coaching Science, Graduate School of Comprehensive Human Sciences, University of Tsukuba
  • Yamazaki Fumie
    Graduate School of Health and Welfare, Niigata University of Health and Welfare Graduate School of Health and Welfare, Niigata University of Health and Welfare
  • Asai Takeshi
    Graduate School of Comprehensive Human Sciences, University of Tsukuba Graduate School of Comprehensive Human Sciences, University of Tsukuba

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  • 大学サッカー選手における攻撃プレーに関する認知と知識表象
  • ダイガク サッカー センシュ ニ オケル コウゲキ プレー ニ カンスル ニンチ ト チシキ ヒョウショウ

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Abstract

This study examined the cognition characteristics and knowledge related to attacking play in varsity soccer players. To this end, two tasks and interviews were executed. The first task, a memory recall test, -involved examining the accuracy of the subject's memory by separating the soccer field into three areas. In the second task, the subjects watched the projection and answered by attacking play methods, and were interviewed about it. In this study, McPherson's methods (1987, 1999a, 1999b) were adopted for evaluating the quantitative knowledge of the players. Then, the knowledge based on the utterance data was digitized. The result of the first task showed that the experts memorized game situations accurately, especially in the situations they faced, which could be considered the cognition characteristics of experts. The results of the second task showed that the experts had many, varied, and detailed comments on the attacking methods. This implies a definitive difference in the knowledge of understanding situations and performance movements between high-and low-skilled players. In conclusion, the study suggested that experts enhanced their understanding of game situations and performance movements, compared to low-skilled players, and that this contributed to their recognition of situations and comprehensive thinking about attacking play.

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