A TRIANGULATED NEEDS ASSESSMENT OF FOOTBALL INSTRUCTION IN PHYSICAL EDUCATION TEACHER EDUCATION: EVIDENCE TO INFORM CURRICULUM IMPROVEMENT

This study conducted a triangulated needs assessment to diagnose learning challenges and instructional gaps in football instruction within Physical Education Teacher Education (PETE) programmes. Data were collected from 38 PETE students and 10 football instructors using complementary diagnostic surveys combining quantitative and qualitative items. Descriptive statistics and thematic content analysis were employed to characterise learner backgrounds, perceived difficulties, and preferred instructional approaches. Findings revealed that the predominant learning bottlenecks were not technical but tactical–cognitive, including limited decision-making competence, weak tactical understanding, and poor transfer from drills to authentic game play. Social and affective challenges—such as limited cooperation, role awareness, and reduced engagement—were also prominent. Students expressed strong preferences for game-based, tactically oriented, and cooperative learning experiences, while instructors corroborated the need for improved decision-making and teamwork. The analysis identified four interrelated domains of need (physical, cognitive, social, and affective) and translated them into six design requirements (DR1–DR6) for instructional innovation. These results support a shift from technique-centred to hybrid, game-centred pedagogies (e.g., SE– TGfU combinations) that integrate tactical learning, social participation, and motivational support within representative football environments. The findings provide evidence-based guidance for curriculum improvement and pedagogical reform in PETE football courses.