Optimising the memorisation of soccer tactics: the interplay between feedback frequency and visuospatial abilities in beginners

Tactical memorisation of complex game patterns is a potentially important component of soccer, as it can support aspects of tactical preparation and on-field coordination. However, such laboratory-based memorisation paradigms primarily assess controlled encoding and reproduction of spatiotemporal patterns rather than in-game decision-making. While feedback supports this learning process, the optimal feedback frequency and its interaction with cognitive factors like visuospatial abilities (VSA) remain unclear. This study investigated the impact of feedback frequency and VSA on tactical memorisation in beginner soccer players. Seventy-six male beginners with basic familiarity with soccer were randomly assigned to frequent feedback (FF: feedback delivered after each incorrect attempt) or reduced feedback (RF: feedback delivered after every second incorrect attempt) conditions. Participants first underwent a control test to assess their visuospatial abilities, followed by a main test in which they observed and reproduced tactical scenes using specialised software designed for this purpose. Each scene was practiced until a 100% recall criterion was reached (12/12 actions, serial order included). The results showed, first, that FF reduced repetitions and perceived mental effort, indicating a more efficient learning process within this tactical-pattern memorisation task. Second, players with high VSA (HSA) required fewer repetitions and less mental effort than those with low VSA (LSA). Third, a significant interaction between feedback frequency and VSA revealed that FF was particularly beneficial for LSA, whereas HSA performed similarly across feedback conditions. These findings highlight the potential value of adapting feedback frequency to learners’ cognitive profiles when teaching tactical sequences, particularly in controlled training contexts.