Learning Football skills in an educational environment requires a practical approach to increase learners' motivation and learning outcomes. In the context of physical education, the two main approaches often used are the tactical and technical approaches. The tactical approach focuses on decision-making and understanding the game, while the technical approach emphasizes mastering basic skills before applying them in game situations (Harvey & Jarrett, 2014). However, the successful implementation of these two approaches depends heavily on appropriate technology and pedagogical strategies. The tactical approach to Football learning emphasizes understanding game strategy, decision-making, and adaptation to dynamic situations. This approach is often associated with methods such as Teaching Games for Understanding (TGfU), which emphasizes game-based learning to develop students' conceptual understanding of game patterns and team strategy (Kirk & MacPhail, 2002). In this approach, students are challenged to understand the game situation and make the right decisions based on the game conditions they face. With a tactical approach, learners are taught to analyze the game holistically, understand the position and movement of other players, and adjust the strategy that best suits the conditions of the ongoing game. This contributes to developing critical thinking and problem-solving skills in real-game situations.

In contrast, the technical approach focuses on mastering basic skills like dribbling, passing, shooting, and ball control before applying them in a more complex game context. Technique-based learning methods often use repetitive exercises to improve motor coordination and precision in performing specific movements (Breed et al., 2024). The advantage of this approach is that it allows learners to master skills well before they apply them in real-game situations. However, this approach is often criticized for lacking contextual experience in real games, so learners sometimes have difficulty transferring the skills they have learned to dynamic match situations (Renshaw et al., 2019). Therefore, an approach is needed to integrate tactical and technical elements in a balanced way so that learners not only master technical skills but can also use them effectively in matches.

The Technological, Pedagogical, and Content Knowledge (TPACK) framework has recently become a widely used model for integrating technology into learning (Mishra & Koehler, 2006). This model emphasizes the importance of a balance between three main aspects, technology, pedagogy, and content, to increase learning effectiveness. In Football, a TPACK-based approach can help learners understand tactical concepts through digital simulations, video analysis, and interactive applications that can improve their understanding of the game (Yildiz et al., 2020). With technology, students can gain deeper insights into game strategies, player movement patterns, and the analysis of tactics used in various match scenarios.

In addition, technology in Football learning can provide faster and more accurate feedback to learners. For example, video analysis can help students understand their technical and tactical mistakes so they can make improvements immediately. Artificial intelligence-based software can also provide individual technique improvement recommendations, improve training efficiency, and accelerate mastery of Football skills (Renshaw et al., 2019). Thus, this approach not only improves understanding but also enables a deeper process of reflection on the skills learned.

Several studies have shown that integrating TPACK into physical learning can improve student motivation and learning outcomes (Casey & Kirk, 2020). A more interactive and hands-on approach can increase learners' motivation to learn Football. Students who are involved in technology-based learning tend to be more active in exploring new skills and feel more challenged in improving their abilities. On the other hand, using TPACK-based tactical approaches also contributes to improving student learning outcomes, especially in problem-solving, creativity in playing, and the ability to adapt to dynamic game situations. However, there is still a research gap regarding the effectiveness of TPACK-based tactical approaches and techniques in developing Football skills. Most research still focuses on the effectiveness of each approach separately.

In contrast, integrating the two approaches with technology is still a topic that has been less explored. Therefore, this study aims to analyze the effect of the TPACK-based tactical and technical approach on the motivation and learning outcomes of Football skills in students. The results of this study are expected to contribute to developing a more innovative and technology-based learning model in physical education.

With this research, a more effective learning model can be found to improve student motivation and learning outcomes, especially in Football learning. Technology integration through the TPACK approach can be a solution to enhance a more interactive and problem-solving-oriented learning experience in the game. Thus, this research has theoretical and applicative implications in the world of physical education.

The tactical approach in Football aims to develop students' understanding of the game through a more contextual playing experience. Teaching Games for Understanding (TGfU) is a widely used method because it encourages students to understand game strategy in depth (Kirk & MacPhail, 2002). The technical approach emphasizes the development of basic Football skills through structured training. Although this approach effectively improves individual skills, research shows that the technical approach is less effective in improving game understanding than the tactical approach (Renshaw et al., 2019). A study by Harvey and Jarrett (2014) shows that the tactical approach improves students' strategic thinking more effectively than the technical approach, which focuses more on repeating motor skills. In addition, research by Light & Fawns (2003) revealed that students taught with a tactical approach were more active in making decisions during the game than students who were only trained using a technical approach. According to Ford and Collins (2010), the technical approach is critical in building the foundation of individual skills. However, its success in matches depends heavily on how well students can integrate these skills with a tactical understanding of the game.

The tactical approach emphasizes the development of strategic thinking and decision-making skills in Football. Through this approach, students are challenged to understand game patterns, adapt to match situations, and apply appropriate strategies in various conditions that arise during the game (Light et al., 2014). The Teaching Games for Understanding (TGfU) method implements this approach, which aims to build students' understanding of the game's structure before they master the technical skills (Kirk & MacPhail, 2002). A study conducted by (Light et al., 2014) showed that students who were taught using a tactical approach were better able to apply game strategies effectively than those who only focused on technical skills. On the other hand, the technical approach to Football learning prioritizes mastery of basic skills such as passing, dribbling, shooting, and ball control before incorporating game strategy elements (Ford & Collins, 2010). This approach is often applied through repetitive exercises aimed at improving the accuracy and consistency of students' technical skills. However, some research shows that the technical approach can be less effective in improving students' understanding of the game if it is not balanced with contextual playing experience (Renshaw et al., 2019). Research by O'Connor et al. (2017) found that combining tactical and technical approaches can result in more effective learning than using only one approach. In other words, students with a strong technical skill base who can also think tactically will be more successful in dealing with dynamic game situations.

The TPACK model was developed by (Mishra and Koehler, 2006) to describe how teachers can effectively integrate technology into learning. This model consists of three main components: Technological Knowledge (TK), Understanding of technology and how to use it in learning Pedagogical Knowledge (PK), and understanding of effective teaching strategies. Content Knowledge (CK): Understanding of the material being taught. In the context of physical education, the application of TPACK allows using technology such as video analysis, game-based learning applications, and other digital devices to improve students' understanding of tactical concepts and Football techniques (Casey et al., 2017). A study by Kurtaran et al. (2020) shows that using technology in Football learning can help students better understand game strategies and increase their motivation to learn. According to Irwin et al. (2023), the integration of TPACK in Football learning can increase student engagement and improve their ability to identify game patterns. In addition, TPACK-based video analysis can provide faster and more accurate feedback so students can correct their mistakes immediately.

TPACK is a conceptual framework that combines technology, pedagogy, and content in learning (Mishra & Koehler, 2006). In Football, this model enables technology to enrich learning based on tactics and techniques. TPACK in Football learning has been proven to improve the understanding of tactical concepts through video analysis and interactive applications (Yildiz et al., 2020). A study by Casey et al. (2017) shows that students who learn through a TPACK-based approach are more motivated because they can get immediate feedback through digital devices. According to Mishra & Koehler (2006), the successful implementation of TPACK in learning depends on how teachers can integrate technology effectively into teaching methods that suit the needs of students. Research by Irwin et al. (2023) shows that integrating TPACK in physical learning can increase collaboration between students and improve their understanding of tactical and technical concepts in Football.

Technology has changed how learning is done in various fields, including physical education. Video analysis, motion sensors, and digital learning applications have been shown to improve the effectiveness of learning Football skills (Metzler, 2017). According to Wright et al. (2021), artificial intelligence-based technology can help coaches and teachers provide more specific data-based feedback on student performance in Football. Thus, TPACK-based tactical approaches and techniques can provide innovative solutions to improve the effectiveness of Football learning. With the integration of technology in learning, students can improve their skills technically and develop a deeper understanding of game strategy. Video analysis in Football has been shown to help students understand technical errors and improve individual skills (Metzler & Colquitt, 2021). A study by Renshaw et al. (2019) shows that using digital simulations in Football training improves decision-making abilities in real-game situations. Artificial intelligence-based technology can help coaches and teachers provide more specific and data-based feedback on students' Football performance (Yıldız et al., 2020). According to Wright et al. (2021), technology-based learning can increase student participation in physical activities because they are more interested in learning through interactive digital media.

This research contributes significant theoretical value by addressing the existing gap in TPACK integration within physical education, particularly in football instruction, while offering practical implications for educators through evidence-based recommendations on effectively combining tactical and technical approaches. By examining both approaches through the TPACK framework, this study advances our theoretical understanding of technology-enhanced physical education pedagogies. It provides actionable insights that physical education teachers can immediately implement to optimize student motivation and skill development in real classroom settings.

The experimental outcomes demonstrated differential impacts of the TPACK-based tactical and technical approaches on motivation, fundamental skills, and gameplay performance. Statistical analysis using paired and independent t-tests (α = 0.05) revealed significant improvements (p < 0.05) across all measured variables. The tactical approach group showed superior gains in motivation and integrated gameplay skills, while the technical approach group excelled in isolated technical competencies. Tables 1–6 present the detailed results. Tables 1–6 systematically present these findings, with Table 1 summarizing motivational shifts, Tables 2–5 detailing basic skill improvements (keepball, heading, dribbling, and shooting), and Table 6 illustrating overall gameplay performance. All results are contextualized against the theoretical frameworks of TGfU and TPACK, as outlined in the Methods section.

Tables 2 and 3 reveal the superiority of the technical approach in developing basic skills such as keep-ball (t=10.87 vs. 4.90) and heading (t=8.46 vs. 7.28). These results are consistent with the literature stating that repetition and focus on specific techniques are more effective for mastering basic motor skills. The significant improvement (p<0.05) in the technical group demonstrates the effectiveness of this method in building the foundation of football skills.

Tables 4 and 5 present a consistent pattern where the technical approach significantly improved dribbling (t=-8.84) and shooting (t=8.29) skills. The negative t-value in the dribbling analysis indicates a faster completion time after the intervention, supporting the idea that structured and repetitive drills are more suitable for individual technical skill development. These findings provide coaches and educators with practical strategies for skill enhancement, empowering them with actionable insights.

The unique contribution of this study lies in the integration of TPACK to reinforce both tactical and technical approaches. The finding that the tactical group excelled in motivation (t = 4.97) is consistent with TGfU principles (Kirk & MacPhail, 2002), where contextualized learning enhances cognitive engagement.

The tactical group’s superior motivation aligns with Harvey & Jarrett’s (2014) assertion that decision-making in real-game scenarios increases intrinsic motivation. Conversely, the technical group’s skill gains reflect Blomqvist et al.’s (2005) emphasis on structured repetition for motor skill development. In contrast to O'Connor et al. (2017), who recommended a hybrid approach, our findings suggest that tactical-technical balance (not hybrid) is more effective when integrated with TPACK.

The TPACK framework’s role in amplifying both approaches is critical. Video analysis and AI feedback (Yildiz et al., 2020) provided actionable insights for tactical learners, while interactive apps enhanced technical precision—a finding consistent with Casey et al.’s (2017) work on technology-mediated engagement. Nevertheless, the short intervention period (8 weeks) limits generalizability, echoing Renshaw et al.’s (2019) caution about ecological validity in skill-transfer studies.

The results of this study show that the TPACK-based tactical approach has a more significant impact on increasing students' learning motivation compared to the technical approach. This is in line with the findings of (Memmert & Harvey, 2008), which state that a tactical approach in physical education can increase students' tactical understanding and motivation through a more meaningful learning experience. Theoretically, the tactical approach allows students to develop a conceptual understanding of game strategy before executing motor skills. In the context of Football, students not only learn basic techniques but also understand how and when these skills are applied in real game situations. This is consistent with research conducted by (Harvey & Jarrett, 2014), which found that the tactical approach can improve students' decision-making and game skills.

On the other hand, the results of the study also show that basic Football skills are more developed in the group that uses a technical approach rather than a tactical approach. This supports the opinion of (Blomqvist et al., 2005), which states that the technical approach is more effective in developing specific motor skills through structured and repetitive exercises. However, when referring to Football playing skills as a whole, the group that uses a tactical approach shows more optimal improvement compared to the technical group. This finding is in line with research by Gray & Wegner (2011), which shows that the tactical approach can improve students' understanding of the game and tactical skills more effectively than the technical approach.

These findings suggest that educators should consider combining tactical and technical strategies, balancing structured repetition with contextual decision-making. TPACK integration allows both approaches to become more interactive, measurable, and responsive to learner needs. The choice of learning approach in physical education must be tailored to the learning objectives to be achieved. If the goal is to improve motivation and playing skills holistically, then the TPACK-based tactical approach is a more effective choice. Conversely, if the main objective is to master technical skills quickly and systematically, then the technical approach is more appropriate.

This study has several limitations. First, an 8-week intervention may not be sufficient to measure long-term retention of skills. Secondly, the homogeneous sample (30 students from one school) limits the generalizability of the findings. Follow-up studies need to include more diverse age groups and backgrounds. Future research should explore long-term effects and the roles of gender, previous skill levels, and teacher competence in effectively using TPACK. Additionally, investigating how different technological tools might enhance each approach could provide valuable insights for practitioners seeking to optimize physical education instruction.

Based on the analysis, the TPACK-based tactical approach significantly improved motivation and playing skills, while the technical approach was more effective for basic skills. Technology integration through TPACK, such as using video analysis apps (from week 1) for the tactical approach and AI-based repetitive drills (week 4) for the technical approach, strengthens both approaches.

The authors would like to express their sincere gratitude to the students of Senior High School in Tasikmalaya who participated in this study and the school administration for their support and cooperation throughout the research process. Special thanks are also extended to the faculty members and staff who assisted with the data collection and provided valuable insights during the study. We would also like to acknowledge the contributions of the Institutional Review Board for their approval and guidance, ensuring the ethical integrity of the research. Finally, we are grateful for the funding and resources provided by the institution, which made this study possible.

The data supporting this study's findings, including the motivation questionnaires and football skills test results, are available upon reasonable request from the corresponding author. Due to the sensitive nature of the participants' data, including their involvement in extracurricular activities, access to the raw data will be provided only to those with proper ethical and academic approval. The data are not publicly available to ensure participant confidentiality and compliance with ethical standards.

This research was funded by the Senior High School in Tasikmalaya and the authors' respective institutions. The financial support provided enabled the execution of data collection, analysis, and the overall completion of the study. The funding source had no role in the study's design, data collection, analysis, interpretation of results, or manuscript writing.

The authors declare that there is no conflict of interest regarding this research. The authors conducted the study independently without any external influences that could affect the results or interpretation of the data. Applicable ethical standards were carried out in all research procedures, and no personal or financial interests influenced the conduct of the study.