Collaborative Learning Effects on Tactical Communication Skills and Movement-Pattern Recognition in Handball: A Randomized Controlled Trial

Abstract

Purpose: To investigate whether collaborative learning methods enhance engagement in tactical learning, self-efficacy for
tactical skill development, and perceptions of training effectiveness compared to traditional coach-directed instruction in
handball players.

Methods: Twenty male handball players (aged 26.60 ± 1.50 years, stature 189.00 ± 1.90 cm, weight 90.90 ± 2.30 kg, BMI 25.40
± 1.20 kg⋅m-2) participated in a 12-week randomized controlled trial. Participants were randomly assigned to experimental
(n=10, collaborative peer learning) or control groups (n=10, traditional coach-directed instruction). Both groups focused
on tactical communication skills. Assessment included validated scales for collaborative learning engagement, self-efficacy,
tactical skills acquisition, and perceived training value. Data were analysed using repeated measures ANOVA with effect sizes
calculated.

Results: The experimental group showed moderate improvements in collaborative learning engagement (16.00 vs. 3.00%, P
< .001, d = 2.68 vs P= .001, d= 1.45), self-efficacy (22.00% vs. 8.00%, P= < .001, d= 2.65 vs P < .001, d= 1.63), tactical learning
engagement (12.00% vs. 4.00%, P< .001, d= 3.60 vs P= .018, = .91), and perceived training value (15.00% vs. 5.00%, P= .001,
d= 3.39 vs P= .001, d= 1.49). Time×group interactions were significant for all measures (P< .05).

Conclusion: The development of tactical communication skills in handball can be improved by learning together with peers.
In addition to standard training, sports educators should consider incorporating peer-supported learning strategies. For
future studies, larger sample sizes and objective performance metrics are needed to demonstrate competitive performance
improvements and develop ideal implementation methods.