


































 Global Journal of Education and Allied Research (GJEAR) 
Volume.15, Number 11; November-2024; 

ISSN: 2837-3707 | Impact Factor: 7.80 

https://zapjournals.com/Journals/index.php/gjear  

Published By: Zendo Academic Publishing 

 

 

pg. 27 

INTEGRATION OF DIGITAL TECHNOLOGY AND IMPLEMENTATION 

CHALLENGES OF FOOTBALL EDUCATION IN SELECTED 

UNIVERSITIES IN HENAN PROVINCE, CHINA 
 
1Zhao Gongyan and 1Mantuhac, Pamela B. 

 

Article Info  Abstract 

Keywords: digital technology, 

soccer coaching, sports 

education, technological 

integration, campus sports, 

challenges, student engagement, 

training effectiveness 

DOI 

10.5281/zenodo.14142831 

 This study investigated the integration of digital technology in campus 

soccer coaching at Henan University and examined its impact on skill 

development, training effectiveness, student engagement, and ease of 

use. The study used a quantitative descriptive correlational design and 

surveyed 209 student respondents who actively participated in campus 

soccer and interacted regularly with their coaches.  

Data collection was facilitated through a researcher-made 

questionnaire, validated by experts, and administered through an online 

platform. The findings revealed that although the use of digital tools in 

soccer training was generally effective, significant challenges were 

identified, particularly in terms of resource limitations and 

technological adaptation. The results underscore the need for targeted 

interventions to improve digital technology implementation in sports 

education, addressing resource allocation, training support, and 

adaptability to new technological advancements.  

Recommendations include enhanced training programs for coaches, 

better resource allocation, and improved access to technical support to 

maximize the benefits of digital tools in soccer coaching. 
 

 

1.  Introduction 

This research examined the impact on soccer where video analysis has become a preferred teaching tool. As Liu 

et al. (2019) showed in their study, it allows players to evaluate how they do in trainings to specify points of 

improvement. It also gives them a chance to review films, break down the negative aspects of the practice, and 

obtain data to make responses to what is lacking. In turn, the gap between actual application and theoretical claims 

is breached, thereby turning into a more efficient skill improvement regime.   

Online coaching platforms have also played similar roles. These platforms offer students a variety of tools that 

provide them with ideal drills and expert guidance for further improving their skills and even their own physical 

ability and physique. This was supported by a study by Bunker and Thorpe (2019), who also argued that such 

                                                 
1 Graduate School, Emilio Aguinaldo College 

https://zapjournals.com/Journals/index.php/gjear


Global Journal of Education and Allied Research (GJEAR) Vol. 15 (11) 

 

pg. 28 

platforms also improve the availability of such resources to students, leading to a more holistic and personalized 

football training.  

Conversely, VR simulations provide near-actual immersions to the real sports experience, where students can 

practice their abilities in pseudo-in-game situations. Harris et al. (2020) demonstrated that VR can develop spatial 

awareness and response ability, which also includes decision-making. Using such in-game instances, VR can 

develop the physical and mental abilities of users required for continuous soccer skill development and eventual 

success. 

Although there have been benefits to using digital technologies, there will also be challenges in terms of their 

actual use and application. These issues include proper understanding of how to use the devices or tools. With 

such inability, students may not be able to meet what Potrac et al. (2018) labeled the necessity of good training 

and assistance, which is optimizing the improvements being received from sports education trainings assisted by 

digital technologies. This, in turn, lowers the tools’ effect on students’ learning progress.  

The efficacy of digital technology in the delivery of soccer education may be dictated by how it is implemented 

and its loyalty to the objectives of the institution that uses it. As claimed by Wang et al. (2021), such technology-

assistance methods must be of optimal quality in terms of suitability to the target, comprehensibility, and 

applicability to specific soccer training needs. Poorly prepared tools that are not related to educational goals have 

fewer chances to yield expected results, which highlights the need for understanding the technology and strategy 

to be applied. 

This study also wanted to put the prospective ability of digital technology into perspective to increase student 

motivation and engagement. Acknowledging the society’s shift to a digital age, such tools featuring game-like 

and interactive elements may make training appeal more appealing to the present generation (Zhou et al., 2021). 

Moreover, if applied to football, these principles can encourage more participation and willingness to train, which 

in turn improves skills and the learning curve.  

Looking at the case of Henan University, the aforementioned appeared to be greatly true, as the institution is 

currently reaping exemplary results from its pedagogical techniques, as reflected in the improvement of its 

students in the football program. However, it is also essential to remember that different coaches may also have 

similarly diverse needs for improvement, especially regarding the use of technology in sports education. Hence, 

integrating such resources and techniques requires a comprehensive look to transform them into efficient and 

student-centered programs. 

1.1. Background of the study 

Since the dawn of the digital age, the inclusion of technology in the pedagogy of sports education and training 

has gradually attracted significant attention. With the continuous evolution of teaching techniques, the importance 

of using technology in optimizing sports teaching techniques has been growing, namely, in increasing the 

effectiveness of training regimes for sports- and physical education-related programs. Such changes bring a wider 

shift in the methods used to maximize methodologies to enhance the performance of students and those being 

trained by the same program. 

The integration of digital tools into physical education programs illustrates the evolution in sports education and 

the unceasing attempt to reach optimal results in similar skills training. Hence, a focus on technological 

applications is necessary for the discipline to move forward and keep up with the demands of the time, as well as 

the needs of coaches, students, and athletes alike.  

Using digital technology to deliver physical education to students improves engagement among learners because 

such tools stimulate curiosity and interest. Considering the current application, technology adds another layer to 



Global Journal of Education and Allied Research (GJEAR) Vol. 15 (11) 

 

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learning, which could change the nonphysical lifestyle of students into a fitness-focused one through engaging 

tools that it can present. Hence, students can be more involved in physical activities, even when using technology.  

However, technology use in education must ensure that students do not overuse these tools and, in turn, opt to 

stay indoors. The fact must remain that such activities must still be conducted in outdoor and open spaces, and 

that technologies are to be used to stimulate interest. Hence, pedagogies must also evolve along with the 

development of the respective tools in delivering education; that tech must remain as support and not the main 

medium of teaching and learning (Wyant & Baek, 2019). 

This situation leads to the roles that coaches play in students’ development. This digital trend has completely 

changed how education, including physical education and sports, is viewed. With this in mind, coaches are now 

required to familiarize themselves with technology so that they can smoothly deliver lessons to students who can 

predominantly be regarded as digital natives (Mansurovich, 2022; Thomas & Stratton, 2006). Similarly, digital 

technologies offer significant potential to improve physical education classes. By making learning more engaging 

and interactive, these tools can positively influence students’ learning experiences (Lieberman et al., 2014; Tang, 

2021). 

Acknowledging the aforementioned, the technology tools have also been extended to facilitate the development 

of relationships between coaches and students. These devices become a medium of exchange of performance 

data, analyses, and feedback wherein the involved people can utilize the present information in responding to 

their current state, leading to their own physical and mental progress as well as the general success of the team. 

Furthermore, technology tools have made the evaluation of skills more clear-cut by providing more accurate data 

in the least amount of time that results into learned decision-making practices and specified responses to needs 

for improvement. This allows students to gain a deeper understanding of their physical and mental states while 

also appreciating the approaches being applied to them with the assistance of technology tools.  

Consequently, by enhancing fan interaction, event administration, and training, the use of digital technology in 

sports is revolutionizing the sector. To improve relationships between players, spectators, and the sports 

environment, sports organizations focus on using new tools and technology. Adopting digital innovations is 

crucial for maintaining competitiveness and satisfying the changing demands of the sports industry. 

1.2. Statement of the problem 

This research investigated the integration of digital technology and implementation challenges in soccer education 

at a university in China. Specifically, this study sought to answer the following questions:  

Is there a significant difference in the assessment of coaches’ integration of digital technology in campus soccer 

based on the respondents’ profiles?  

Is there a significant difference in the assessment of the challenges of coaches’ integration of digital technology 

in campus soccer when considering the respondents’ profiles?  

Is there a significant relationship between student respondents’ assessments of the effectiveness of coaches’ 

digital technology applications in campus soccer and perceived challenges?  

1.3. The significance of the study 

The study aimed to provide significant insights for students to understand the current state of a football training 

program and is expected to highlight these training’s strengths and weaknesses, which, in turn, may serve as 

guides to properly device a program more suitable for those it aims to. 

Hence, this study is beneficial to;  

Physical education coaches. The insights derived from the results of the study can be used by physical education 

coaches as guides in conducting physical education and sports-related classes. 

 Policymakers. The insights from the results of this study can lead policymakers to create a program that is 

proactive and student-centered that constantly looks at students’ needs rather than being reactive to perceived 

demands.  



Global Journal of Education and Allied Research (GJEAR) Vol. 15 (11) 

 

pg. 30 

Administrators. The results of this study can help administrators to better understand students’ perceptions 

through actual statistical results and not merely based on expert opinion. Hence, any decision-involving tech-

assisted training can be more comprehensibly considered, and adjustments that can be implemented once proven 

essential. 

Future researchers. This study shows that although there are existing studies on this topic, there remains countless 

more research gaps to be explored. Moreover, it proves that there is a need for such a study not only for furthering 

the arguments but also to apply the results to the development of educational and training processes. 

1.4. Scope and delimitation 

This study focused on students’ assessment of their coaches’ efficacy in terms of implementing a tech-assisted 

sports training program. The study evaluated how these coaches and the technology-assisted activities they 

implement were optimized to achieve the maximum level of engagement and development for the students. In 

addition, it looked into potential challenges that may be encountered during the execution of such programs. 

The study is confined merely to students of its locus—three schools in Henan Province, China—and the football 

training program of each, as well as student demographic profiles, namely their age, sex, and year levels. It did 

not extend to community or professional teams or programs; it highlighted only the technology tools available as 

resources in the study.   

1.5.  Theoretical framework 

The Technology Acceptance Model (TAM), which was developed in 1989 by Fred Davis, was used in this study. 

This implies that obvious worth and accessibility are the foremost aspects that affect the appreciation and actual 

use of technology. Hence, the structure provided by the aforementioned theory can be the most suitable for 

successfully conducting this study. 

This theory points to users’ acceptance of technology in their practices, including their appreciation of its 

respective and relative tools. It uses two considerations that may influence user acceptance of certain tech—

perceived usefulness and perceived ease of use. Perceived usefulness refers to a user’s perspective on how a 

technology can improve the chances of achieving a specific goal. Meanwhile, perceived ease of use refers to how 

a technology can be understood by its intended user.  

TAM’s framework argues that as perceived usefulness and perceived ease of use are directly interrelated; hence, 

it can be inferred that the higher the level of both points to a similarly positive outlook toward technology that 

also makes users want more to use it. Applying this to the context of this study, the technology tools applied in 

soccer training must also consider not only students’ interest but also factors that shape their interest. In the same 

sense, this also applies to student development.  

Using this lens in the topic of this study, it can be seen that comprehending the application of technology in a 

campus football program can enhance student performance and engagement, although it must also be remembered 

that TAM may offer an overly generalized notion that may overlook other relative facets. 

2. Methodology 

This section discusses the methods and processes used in collecting data for this study. The techniques and 

resources used as techniques and subjects in performing the necessary steps to obtain statistical results that were 

analyzed and interpreted. 

2.1. Research locale 

Data were collected using structured questionnaires distributed to students at Henan University, Henan Sport 

University, and Henan Normal University. The collected data were analyzed using statistical methods appropriate 

for descriptive and correlational research.  

2.2. Sample and sampling technique 

The study employed total enumeration involving 209 respondents who met the following criteria: (1) were 

students from any of the three participating universities; (2) were actively engaged in campus football activities; 

and (3) consistently interacting with their campus football coaches. This selection ensured that the sample was 

directly relevant to the research objectives, focusing on students with hands-on experience in soccer training under 

their respective coaches.  



Global Journal of Education and Allied Research (GJEAR) Vol. 15 (11) 

 

pg. 31 

2.3. Data gathering procedure 

The researcher followed a rigorous procedure to ensure the accuracy and reliability of the instrument. Upon 

receiving approval for the research project, the instrument was submitted to three experts for feedback. Their 

insights were incorporated into the final version of the questionnaire, which was distributed to the participants. 

Permission to conduct the study was obtained from the Henan University administrators. 

To manage the distribution and collection of responses, an online survey platform, Questionnaire Star, was used. 

Each respondent received a link and was given a week to complete the survey. After the responses were collected, 

the data were tallied, coded, and analyzed using the Statistical Package for Social Sciences (SPSS) to address the 

research questions. 

2.4. Statistical analysis 

The following statistical tools were employed in this study to process the data collected to evaluate students’ 

assessments of their coaches’ skills using technology tools for soccer training at Henan University.  

The weighted average was used to assess various aspects of coaches’ integration of digital technology, such as 

the perceived impact on skill development and enhancement of training effectiveness. The standard deviation 

provided insight into the variability of students’ responses and helped determine the consistency of their 

assessments. Analysis of Variance (ANOVA) was used to highlight respondents’ perceptions based on their 

demographic profiles. Finally, Pearson’s Product Moment Correlation gauged the strength and direction of the 

relationship between coaches’ efficacy in implementing tech-assisted soccer training and perceived challenges 

that may arise.  

The significance level was set at 0.05, with null hypotheses being accepted if the deliberated value exceeds 0.05; 

however, if they do not, they are rejected. 

3. Results and analysis 

The following section presents the findings of the study, analyzing the data collected from the respondents. The 

results are discussed in relation to the research objectives, focusing on the impact of instructional leadership on 

student outcomes in music education. 

Table 1: Summary of the Integration of Digital Technology into Campus soccer Teaching 

Domain Mean SD Rank Interpretation 

The perceived impact on skill development 2.74 0.69 2 Manifested 

Enhancing Training Effectiveness 2.61 0.64 3 Manifested 

Engagement and Motivation during Training 2.60 0.65 4 Manifested 

Accessibility and Ease of Use 2.83 0.64 1 Manifested 

Overall Mean 2.70 0.49 - Manifested 

Scale: 1.00–1.50: Not Manifested; 1.51–2.50: Slightly Manifested; 2.51–3.50: Manifested; 3.51–4.00: Highly 

Manifested 

Table 1 provides a summary of the integration of digital technology in campus football teaching, encompassing 

four key domains: perceived impact on skill development, enhancement of training effectiveness, engagement 

and motivation during training sessions and accessibility and ease of use. The table consolidates the mean scores, 

standard deviations, and rankings for each domain to provide an overall picture of how digital technology has 

influenced soccer training. 

The overall integration of digital technology in campus soccer teaching received a mean score of 2.70, indicating 

that the integration was successfully manifested. This reflects the view that digital technology is a beneficial tool 

for soccer training, facilitating skill development, training efficiency, engagement and ease of use. However, 

further optimization is needed, particularly in enhancing motivation and training effectiveness, which can be 

achieved by tailoring technology more closely to the specific needs of football training (Wang et al., 2021). 

Table 2: Difference in the Integration of Digital Technology according to Age 



Global Journal of Education and Allied Research (GJEAR) Vol. 15 (11) 

 

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Domain Categories Mean F-Value Sig. 
Interpretation/ 

Decision 

The perceived 

impact on skill 

development 

18 years old 2.70 

0.51 0.67 Not significant/accept H0 
18–21 years 2.74 

22–24 years old 3.19 

25 years old and above 2.78 

Enhancing Training 

Effectiveness 

18 years old 2.59 

0.36 0.78 Not significant/accept H0 
18–21 years 2.60 

22–24 years old 2.86 

25 years old and above 2.73 

Engagement and 

Motivation during 

Training 

18 years old 2.69 

1.16 0.32 Not significant/accept H0 
18–21 years 2.54 

22–24 years old 2.86 

25 years old and above 2.72 

Accessibility and 

Ease of Use 

18 years old 2.84 

0.90 0.44 Not significant/accept H0 
18–21 years 2.84 

22–24 years old 2.24 

25 years old and above 2.87 

Integration of Digital 

Technology 

18 years old 2.84 

0.22 0.88 Not significant/accept H0 
18–21 years 2.84 

22–24 years old 2.24 

25 years old and above 2.87 

Level of significance = 0.05. 

Table 2 presents the differences in the integration of digital technology into campus soccer teaching based on the 

respondents’ ages. The table evaluates four domains: perceived impact on skill development, enhancement of training 

effectiveness, engagement and motivation during training sessions, and accessibility and ease of use.  

In summary, across all four domains and the overall integration of digital technology, no statistically significant differences 

were found based on respondents’ ages. Thus, the null hypothesis is supported, suggesting that age does not play a significant 

role in the perceived integration of digital technology in campus soccer teaching. This is noteworthy because younger 

individuals are often considered digital natives and may be expected to adapt more easily to technology. However, the 

findings align with research by Miah (2017), which suggests that while younger users may be more familiar with digital 

platforms, the effectiveness and impact of technology use in education depend more on the quality of integration rather than 

the user’s age. 

Table 3: Difference in the Integration of Digital Technology according to Sex 

Domain Categories Mean t-value Sig 
Interpretation/ 

Decision 

The perceived impact on skill 

development 

Male 2.85 
2.17 0.03 Significant/rejective H0: 

Female 2.64 

Enhancing Training 

Effectiveness 

Male 2.69 
1.81 0.07 Not significant/accept H0 

Female 2.53 

Engagement and Motivation 

during Training 

Male 2.57 
-0.63 0.53 Not significant/accept H0 

Female 2.63 

Accessibility and Ease of Use 
Male 2.82 

-0.54 0.59 Not significant/accept H0 
Female 2.86 

Integration of Digital 

Technology 

Male 2.73 
0.97 0.33 Not significant/accept H0 

Female 2.67 

Level of significance = 0.05. 

Table 3 presents the differences in the integration of digital technology into campus soccer teaching based on the 

respondents' sex. The table evaluates four key domains: perceived impact on skill development, enhancement of 

training effectiveness, engagement and motivation during training sessions, and accessibility and ease of use. 



Global Journal of Education and Allied Research (GJEAR) Vol. 15 (11) 

 

pg. 33 

In summary, the table shows that a significant difference between male and female respondents is only observed 

in the perceived impact on skill development, where males report a greater impact. For all other domains, 

including enhancement of training effectiveness, engagement and motivation, accessibility and ease of use and 

overall integration of digital technology, there were no statistically significant differences between male and 

female respondents. This suggests that while digital technology impacts skill development differently between 

sexes, its role in motivation and ease of use is more universally experienced, as supported by literature 

emphasizing the broad appeal and usability of digital tools in education (Miah, 2017; Wyant & Baek, 2019). 

Table 4: Difference in the Integration of Digital Technology at Year Level 

Domain Categories Mean F-Value Sig. 
Interpretation/ 

Decision 

The perceived 

impact on skill 

development 

1st year 2.73 

1.94 0.13 Not significant/accept H0 
2nd year 2.85 

3rd year 2.72 

4th year 2.55 

Enhancing 

Training 

Effectiveness 

1st year 2.60 

1.39 0.25 Not significant/accept H0 
2nd year 2.68 

3rd year 2.62 

4th year 2.45 

Engagement and 

Motivation during 

Training 

1st year 2.91 

2.53 0.06 Not significant/accept H0 
2nd year 2.54 

3rd year 2.76 

4th year 2.49 

Accessibility and 

Ease of Use 

1st year 2.73 

0.30 0.83 Not significant/accept H0 
2nd year 2.87 

3rd year 2.81 

4th year 2.79 

Integration of 

Digital 

Technology 

1st year 2.74 

1.36 0.26 Not significant/accept H0 
2nd year 2.74 

3rd year 2.73 

4th year 2.57 

Level of significance = 0.05. 

Table 4 presents the differences in the integration of digital technology into campus soccer teaching based on the 

respondents’ year levels. The table assesses four domains: perceived impact on skill development, enhancement 

of training effectiveness, engagement and motivation during training sessions and accessibility and ease of use.  

In summary, across all four domains and the overall integration of digital technology, no statistically significant 

differences were found based on the respondents’ year levels. Therefore, the null hypothesis is accepted for all 

domains, indicating that year level does not significantly affect the perceived integration of digital technology in 

campus soccer teaching. This is consistent with research by Wyant and Baek (2019), who emphasized that when 

technology is appropriately integrated into sports education, it can be equally beneficial for all learners, regardless 

of their year level. This uniformity supports the idea that when well-integrated, digital tools can provide consistent 

benefits across different learning stages (Bunker & Thorpe, 2019). 



Global Journal of Education and Allied Research (GJEAR) Vol. 15 (11) 

 

pg. 34 

Table 5: Summary of Challenges Associated with Implementation 

Domain Mean SD Rank Interpretation 

Technological Barriers 2.90 0.61 1 Evident 

Cost and Resource Availability 2.75 0.61 4 Evident 

Training and Technical Support 2.82 0.65 2 Evident 

Adaptation to New Technology 2.76 0.60 3 Evident 

Overall Mean 2.81 0.60 - Evident 

Scale: 1.00–1.50: Not Evident; 1.51–2.50: Slightly Evident; 2.51–3.50: Evident; 3.51–4.00: Highly Evident 

Table 5 summarizes the challenges associated with the implementation of digital technology in campus soccer 

training. The table evaluates four domains: technological barriers, cost and resource availability, training and 

technical support, and adaptation to new technology. Each domain was assigned a mean score, standard deviation, 

and rank, with an overall assessment of the challenges. 

Overall, the summary of challenges associated with the implementation of digital technology shows a mean score 

of 2.81, indicating that these challenges are evident across all domains, with technological barriers being the most 

significant hurdle in integrating digital tools into football training. The most prominent challenge is 

"Technological Barriers" (mean = 2.90), reflecting the widespread technical difficulties encountered by users, 

consistent with literature discussing the importance of overcoming such barriers for successful integration 

(Hughes & Franks, 2018). 

Table 6: Differences in Challenges Associated with Implementation based on Age 

Domain Categories Mean F-Value Sig. 
Interpretation/ 

Decision 

Technological 

Barriers 

18 years old 3.01 

1.70 0.17 
Not significant/accept 

H0 

18–21 years 2.86 

22–24 years old 2.38 

25 years old and above 2.83 

Cost and Resource 

Availability 

18 years old 2.82 

0.49 0.69 
Not significant/accept 

H0 

18–21 years 2.72 

22–24 years old 2.52 

25 years old and above 2.70 

Training and 

Technical Support 

18 years old 2.95 

1.17 0.32 
Not significant/accept 

H0 

18–21 years 2.77 

22–24 years old 2.71 

25 years old and above 2.71 

Adaptation to New 

Technology 

18 years old 2.82 

0.61 0.61 
Not significant/accept 

H0 

18–21 years 2.75 

22–24 years old 2.38 

25 years old and above 2.71 

Challenges 

Associated with 

Implementation 

18 years old 2.90 

0.90 0.44 
Not significant/accept 

H0 

18–21 years 2.78 

22–24 years old 2.50 

25 years old and above 2.74 

Level of significance = 0.05. 



Global Journal of Education and Allied Research (GJEAR) Vol. 15 (11) 

 

pg. 35 

Table 6 presents the challenges associated with the implementation of digital technology in campus soccer 

training, based on the respondents’ ages. The table evaluates four domains: technological barriers, cost and 

resource availability, training and technical support, and adaptation to new technology. 

In summary, across all four domains and the overall challenges associated with the implementation of digital 

technology, no statistically significant differences were found based on respondents’ age. Therefore, the null 

hypothesis is supported, indicating that age does not significantly affect the challenges encountered in the 

implementation of digital technology in campus soccer training. This suggests that age does not influence how 

respondents experience challenges related to technology, which is consistent with Miah (2017), who found that 

the main barriers to digital technology adoption are infrastructural and not age-dependent. 

Table 7: Differences in Challenges Associated with Implementation based on Sex 

Domain Categories Mean t-value Sig 
Interpretation/ 

Decision 

Technological Barriers 
Male 2.85 

–1.43 0.15 
Not 

significant/accept H0 Female 2.97 

Cost and Resource 

Availability 

Male 2.73 
–0.65 0.51 

Not 

significant/accept H0 Female 2.78 

Training and Technical 

Support 

Male 2.77 
–1.18 0.24 

Not 

significant/accept H0 Female 2.88 

Adaptation to New 

Technology 

Male 2.74 
–0.82 0.41 

Not 

significant/accept H0 Female 2.80 

Challenges Associated 

with Implementation 

Male 2.77 
–1.06 0.29 

Not 

significant/accept H0 Female 2.86 

Level of significance = 0.05. 

Table 7 presents the challenges associated with the implementation of digital technology in campus soccer 

training, based on the respondents' sex. The table evaluates four key domains: technological barriers, cost and 

resource availability, training and technical support, and adaptation to new technology. The table provides mean 

scores for male and female respondents, along with corresponding t-values, significance levels (Sig.), and 

interpretations or decisions regarding the hypothesis. 

In summary, across all four domains and the overall challenges associated with the implementation of digital 

technology, no statistically significant differences were found based on the respondents' sex. Therefore, the null 

hypothesis is accepted for all domains, indicating that both male and female respondents perceive similar 

challenges in the implementation of digital technology in campus soccer training. Both male and female 

respondents reported similar challenges regarding technological barriers, cost, training, and adaptation, reflecting 

the universal nature of these issues, as noted by Potrac et al. (2018). 

Table 8: Differences in Challenges Associated with Implementation-based Year Level 

Domain Categories Mean F-Value Sig. 
Interpretation/ 

Decision 

Technological Barriers 

1st year 2.76 

0.68 0.56 Not significant/accept H0 
2nd year 2.90 

3rd year 2.84 

4th year 2.99 

Cost and Resource 

Availability 

1st year 2.55 

0.73 0.54 Not significant/accept H0 
2nd year 2.79 

3rd year 2.68 

4th year 2.78 



Global Journal of Education and Allied Research (GJEAR) Vol. 15 (11) 

 

pg. 36 

Training and Technical 

Support 

1st year 2.70 

1.38 0.25 Not significant/accept H0 
2nd year 2.83 

3rd year 2.70 

4th year 2.95 

Adaptation to New 

Technology 

1st year 2.54 

1.02 0.39 Not significant/accept H0 
2nd year 2.82 

3rd year 2.69 

4th year 2.78 

Challenges Associated 

with Implementation 

1st year 2.64 

0.86 0.47 Not significant/accept H0 
2nd year 2.84 

3rd year 2.73 

4th year 2.88 

Level of significance = 0.05. 

Table 8 presents the challenges associated with the implementation of digital technology in campus soccer 

training, based on the respondents’ year-level. The table evaluates four domains: technological barriers, cost and 

resource availability, training and technical support, and adaptation to new technology. The data are presented by 

year level—1st year, 2nd year, 3rd year, and 4th year—along with their corresponding mean scores, F-values, 

significance levels (Sig.), and interpretations or decisions regarding the hypothesis. 

In summary, across all four domains and the overall challenges associated with the implementation of digital 

technology, no statistically significant differences were found based on the respondents’ year level. Therefore, 

the null hypothesis is supported, indicating that year level does not significantly affect the challenges encountered 

in the implementation of digital technology in campus soccer training. This uniformity suggests that students 

across all year levels face similar difficulties with technology integration, which is consistent with literature that 

points to widespread infrastructural challenges rather than student-specific issues (Hughes & Franks, 2018). 

Table 9: Relationship between the Integration of Digital Technology and Challenges Associated with 

Implementation 

 

The perceived 

impact on 

skill 

development 

Enhancing 

Training 

Effectiveness 

Engagement 

and 

Motivation 

during 

Training 

Accessibility 

and Ease of 

Use 

Integration of 

Digital 

Technology 

Technological 

Barriers 

Pearson r 0.59 0.59 0.02 0.85 0.68 

Sig. 0.00 0.00 0.78 0.00 0.00 

Cost and 

Resource 

Availability 

Pearson r 0.63 0.66 -0.01 0.74 0.68 

Sig. 0.00 0.00 0.85 0.00 0.00 

Training and 

Technical 

Support 

Pearson r 0.63 0.63 0.02 0.69 0.66 

Sig. 0.00 0.00 0.81 0.00 0.00 

Adaptation to 

New 

Technology 

Pearson r 0.64 0.64 0.04 0.83 0.69 

Sig. 0.00 0.00 0.58 0.00 0.00 

Challenges 

Associated 

with 

Implementatio

n 

Pearson r 0.64 0.64 -0.01 0.80 0.70 

Sig. 0.00 0.00 0.95 0.00 0.00 

Table 9 presents the relationship between the integration of digital technology and the challenges associated with 

its implementation in campus soccer training. The table uses Pearson’s correlation coefficient (Pearson r) to assess 



Global Journal of Education and Allied Research (GJEAR) Vol. 15 (11) 

 

pg. 37 

the strength and direction of the relationships across five domains: perceived impact on skill development, 

enhancement of training effectiveness, engagement and motivation during training sessions, accessibility and ease 

of use and overall integration of digital technology. The significance levels (Sig.) are also provided to indicate 

the statistical significance of each relationship. 

In summary, the table highlights those challenges associated with digital technology, particularly technological 

barriers, cost, resource availability and adaptation to new technology, have a significant impact on accessibility, 

ease of use and overall integration of digital tools in football training. However, engagement and motivation 

during training sessions are less influenced by these challenges. This finding aligns with the literature, which 

emphasizes that overcoming technological barriers is critical for ensuring effective integration of digital tools into 

sports education (Miah, 2017; Potrac et al., 2018). 

Acknowledgment 

This study is part of the Research and Practice Project on Undergraduate Teaching Reform at Henan University 

in China. The project is titled "Course Design and Teaching Practice Research for the General Education Course 

on Introduction to Electronic Sports," with project number HDXJJG2023-076. 

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