Characteristics of flag football playbooks among sixth graders

Abstract

    Instructions associated with the creation of playbooks in flag football can affect tactical learning. However, the specific content of such instructions has received little research attention to date. Therefore, the aim of this study was to examine the instructional content of student-designed flag football playbooks that might be most suitable for various stages of development. The characteristics of instructions in pass play assignments were analyzed for sixth graders without any experience in flag football. Self-evaluation of performance during games was also analyzed, with the following results and observations:
(1) The sixth graders were able to recognize the players’ specific movements, and the making of playbooks helped the students understand the players’ level of ability in terms of tactical knowledge.
(2) The sixth graders seemed to focus mainly on individual tactics.
(3) However, instructions to flag football beginners also require consideration for group tactics and different players’ roles within the team.
(4) Accordingly, it is necessary for sixth graders to understand that the creation of playbook instructions must account for various game situations from the viewpoint of group tactics.