The impact of soccer insrtruction on the life skills and imagination levels of the secondry school students with the tactical game model

The aim of this study is to examine the impact of teaching football through a tactical game model on the life skills and imagination levels of secondary school students. The study utilized an experimental design with a control group pre-test/post-test model. The study included 40 students from the 6th grade at Merkez Atatürk Secondary School in Cihanbeyli district of Konya province during the 2021-2022 Academic Year (20 students in the experimental group, 20 students in the control group). The experimental group received lesson programs prepared within the framework of the tactical game model, while the control group received traditional approach-based football lesson programs prepared with a direct instruction model for a duration of 12 weeks. The lessons were conducted for 2 class hours per week (40 minutes + 40 minutes), totaling 80 minutes. As data collection tool in the research, "Personal Information Form" developed by the researcher, "Life Skills Scale for Sport (LSSS)" developed by Cronin and Allen's (2017) and adapted into Turkish by Açak and Düz (2018) and "The Sport Imagery Questionnaire (SIQ)" developed by Hall, Munroe-Chandler, Fishburne and Hall (2009) and adapted into Turkish by Kafkas (2011) were used. For data analysis, normality test was done with Shapiro-Wilk analysis, descriptive statistics and Mann-Whitney U Test, Wilcoxon Signed Rank Test which are nonparametric tests were used. The data were analyzed at a significance level of 0,05. According to the research results, no significant difference was found between the variable of the effect of sports on life skills and the pre-test mean scores of the experimental and control groups. When the post-test mean scores of the groups were examined, there was a statistically significant difference in favor of the experimental group. Considering the variable of effect of sports on imagination levels, no statistically significant difference was found in the pre-test results of the experimental and control group mean scores, while a statistically significant difference was found in the post-test mean scores in favor of the experimental group. Considering the results of the in-group analysis, a statistically significant difference was found in the pre-test and post-test mean scores of the control group students to whom the direct instruction model and football instruction were applied. A statistically significant difference was found in the pre-test and post-test mean scores of the experimental group students to whom the tactical game model and football teaching were applied.