The study of declarative and procedural knowledge makes it possible to ascertain what cognitive processes are like during motor learning. This study aimed to compare, according to the methodology, gender and experience (football practise), and the levels of declarative and procedural knowledge after the implementation of two intervention programmes on school football including one based on the tactics learning and the other on the technique learning. A total of 41 students in the 5th year of primary education from a state school from Spain, distributed in two class groups, participated in the study. Each class group participated in a different intervention programme. The sample of subjects was equal (tactical programme (n = 20) and technical programme (n = 21)). A panel of 13 experts validated both programmes. Levels of knowledge were measured using the Tactical Knowledge Assessment test in football. A descriptive analysis was performed to characterise the sample. Moreover, a t-test for independent samples, a t-test for related samples, and a 2×2 ANOVA (analysis of variance) were performed to compare the levels of knowledge between the pre-test and the post-test, according to the methodology, gender, and experience of the students. Results indicate that both intervention programmes induced higher levels of declarative and procedural knowledge in the post-test. Similarly, there were no significant differences with regard to the applied methodology. This fact is due to the heterogeneous character of the class groups with gender and experience showing effects on the levels of knowledge. The boys possessed greater experience and a higher level of knowledge compared to the girls.
Keywords: direct instruction; experience; gender; physical education; tactical games approach.