Comparison of Soccer Knowledge and Performance : Examination of Slalom Dribble Time and Various Knowledge Parameters

Abstract

Performance in athletic events is based on a blend of declarative and procedural knowledge. The purpose of this experiment was to determine the relationship between declarative and procedural knowledge of soccer. In particular, the relationship between score on a test of soccer regulations, roles, rules, techniques, and terms and completion time of a slalom dribbling drill were examined. It was hypothesized that individuals who scored higher on the theoretical knowledge test would have lower slalom times. The slalom dribbling drill was performed between five cones placed 2.5 m apart and was timed. An untimed paper-based test evaluating various soccer knowledge parameters was also taken. An inverse relationship was found between all written test subsets as well as overall results and slalom completion time. Scores in overall test, rules subset, and terms subset were significantly higher in those individuals who completed the slalom in less than the median slalom completion time. Total foot contacts, and specifically total left foot contacts, were significantly greater in individuals who completed the slalom in more than the median slalom completion time. Faster individuals reported a greater total number of soccer experiences in their personal history, possibly accounting for these differences.