EIGHT-WEEK SET-PIECES AND DOUBLE-TEAMING TRAINING ON SCORING PRECISION OF UNIVERSITY OF IBADAN FOOTBALL PLAYERS, IBADAN, NIGERIA

Festus A. Adegoju

Abstract


This study sought to investigate the effect of eight-week set-pieces and double-teaming training on scoring precision of the University of Ibadan football players. The proposed sample size for this study was twenty one football players of the University of Ibadan. All the participants completed the intervention programme. Randomised pretest-posttest experimental research design of 3 X 2 X 3 factorial matrix was used for the study. Descriptive statistics of frequency counts and percentages was used to analyse the demographic data and research questions while inferential statistics of Analysis of Covariance (ANCOVA) was used to test hypotheses at 0.05 level of significance. Two research questions were answered while seven hypotheses were tested. Findings from this study revealed that there was a significant main effect of treatment on scoring precision of the football players. (F = 65.120, p<.05, η2=.963). The eta value of 0.963 showed that 96.3% of the variance in the participant’s score was accounted for by the intervention. It was also observed that there was a variance of 87.5 percent accounted for by the independent variables combined together. There was no significant main effect of playing position on scoring precision. Likewise, there was no significant main effect of playing experience on scoring precision. The interaction effect of the two moderating variables was not significant. The study also concluded that the interaction effect of treatment, playing position and playing experience has no significant effect on scoring precision of the University of Ibadan players. Based on the findings of this study, it was concluded that the treatment was effective on scoring precision among football players. However, it was noted that double-teaming was better on scoring precision than set-pieces.

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set pieces, double-teaming, scoring precision, precision board, dummy

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References


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DOI: http://dx.doi.org/10.46827/ejpe.v6i11.3608

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