The effect of three practice techniques on the accuracy of a soccer penalty kick.

Abstract

The purpose of this study was to investigate the effect of three practice methods on the learning of a soccer penalty kick. Thirty varsity level soccer players at Covenant College were tested at the beginning, midway and at the end of the practice sessions on the Crossman Penalty Kick Test (CPKT).

The subjects were put into three practice groups based on their pre-test scores. Each group was subjected to a different practice treatment for eight days. The three practice methods included: (1) internal imagery, (2) slow-motion mental practice, and (3) no practice (control).

The VAX 3900 system with MINITAB 7 at the Covenant College Information Processing Center was used to analyze the data. t-tests were used to measure the mean difference in each group for: (1) mean change #1 to mean change #2, and (2) mean change #3. A t-test was also used to measure change between low and high ability groups for mean change #3. A two-way Analysis of Variance was utilized to compare mean differences between ability levels from mean change #1 and mean change #2.

The results of the study showed: (1) significant differences for mean gain #3 for the internal imagery and slow-motion mental practice groups, (2) no significant differences for mean gain #3 for the control group and ability level groups, (3) significant difference from mean gain #1 to mean gain #2 for the internal imagery group, (4) no significant differences from mean gain #1 to mean gain #2 for the control and slow-motion mental practice groups, and (5) no significant difference was found between the low and high level ability groups when comparing mean gain #1 to mean gain #2.

In conclusion, internal imagery and slow-motion mental practice proved to be effective in learning a soccer penalty kick. Also, mental practice was of more benefit early in the motor skill learning process.