Résumé
Background: The purpose of this study is to determine the effects of the Teaching Games for Understanding (TGfU), Sport Education Model (SEM), and Hybrid Teaching Games for Understanding Sport Education Model (HTGfU–SEM) on the cognitive performance among Form 1 students on volleyball gameplay. Student’s cognitive focusing on the tactical decision-making aspect of opening and closing space and selection of skills used in the game. Methodology: The study is using the quasi-experimental method involving a sample of 96 Form 1 students. The control group is TGfU while the treatment groups are SEM and HTGfU-SEM. The research instrument was adapted from the Game Performance Assessment Instrument (GPAI) with the validity value (r =.81). These modified instruments were used to assess the cognitive aspects of badminton gameplay. The Mean, SD, ANOVA, ANCOVA, MANOVA and posthoc test were used to analyze the cognitive data. Results: As for the overall tactical decision making via a multivariate test in volleyball gameplay indicated significant effect through SEM. Especially for closing space in volleyball 3 vs. 3 gameplay through SEM, F (2, 93) = 10.054, p <0.05, η2 = .178. Conclusion: The findings of this study provide a strong justification for implementing SEM in teaching and facilitating physical education games since it may enhance student’s cognitive ability especially in tactical decision-making in opening and closing space and selection of skills. Advancement in cognitive ability may enhance student’s capacity to mastery of in-game skills.
Résumé
Background: Reasoning refers to logical thinking involving problem-solving and decision-making skills. Physical Education teachers need to manage teaching and learning processes efficiently to build reasoning ability among students. The purpose of this study was to identify the students’ reasoning achievement level based on the net and wall category using RSAT in Physical Education. Methods: A quasi-experimental design was used in this study in four schools in the district of Hilir Perak, Perak. The sample of the study consisted of 240 Form 2 students who used RSAT instrument (validity, r = .78; reliability, r = .74) in the pre-test and post-test. The treatment group underwent teaching and learning programs based on the net and wall TGfU model while the control group underwent the badminton technical model. The subjects of the control group received six teaching and learning sessions based on the plans provided. Results: The pre-test result of treatment group showed overall (M = 2.21; SD = 0.30) compared to the control group (M = 2.18; SD = 0.43). The students of the treatment group (M = 3.64; SD = 0.67) showed higher mean score compared to control group (M = 2.88; SD = 0.82) in post-test. The achievement level of the treatment group students showed that the majority of respondents achieved good level (n = 85; 60.70%) while the control group achieved pass level (n = 62; 44.30%). Conclusion: The study concluded that the use of RSAT could improve the reasoning level among students holistically and comprehensively. The implication of the study suggested an RSAT instrument to be used as an alternative instrument for determining the level of the learning domain based on reasoning to achieve higher-order thinking skills.
Résumé
O modelo Teaching Games for Understanding (TGfU) reveste-se de importância na atualidade, afigurando-se como um modelo de ensino com potencialidades evidentes para o desenvolvimento integral dos alunos. No entanto, o investimento recente da investigação tem se centrado no desenvolvimento das formas de jogo e na teorização da sua aplicação sendo que fatores complementares do modelo, tais como, os estilos de ensino adotados e o tipo de questionamento apresentam menor desenvolvimento teórico. Nesse sentido, o presente trabalho propõe-se a analisar a relevância dos estilos de ensino e do questionamento como ferramentas pedagógicas que conferem real valor pedagógico ao modelo de ensino.
The Teaching Games for Understanding (TGfU) is an important model for the physical education teaching in actuality, presenting obvious potentialities for the students' development. However, the recent investment of research has focused on the games development or theory development and, because of this, additional factors of the model, such as the teaching styles or the type of question made by the teachers have received less theoretical development until now. Therefore, this paper proposes to examine the relevance of the teaching styles and questioning as pedagogical tools that provide real educational value to the TGfU.
Los Teaching Games for Understanding (TGfU) son de importancia en la actualidad y se presentan como un modelo de enseñanza con un potencial evidente para el pleno desarrollo de los estudiantes. Sin embargo, la reciente investigación se ha centrado en el desarrollo de las formas de juego y su aplicación y que los factores adicionales en el modelo, tales como los estilos de enseñanza adoptados y el tipo de pregunta son menos desarrollados teóricamente. En consecuencia, este documento se propone examinar la pertinencia de la enseñanza de estilos y el cuestionamiento como herramientas pedagógicas que proporcionan un valor real a los modelos de enseñanza.
Résumé
O objetivo deste trabalho foi avaliar quais os comportamentos táticos podem ser alterados após 20 sessões de treino. A amostra foi composta por 18 jogadores da categoria sub-14. O instrumento utilizado para a avaliação dos comportamentos táticos foi o FUT-SAT e as sessões de treino foram baseadas no Teaching Games for Understanding. Verificaram-se diferenças significativas em quatro variáveis: no Princípio Tático "unidade defensiva", no total de ações táticas realizadas, no Índice de Performance Tática de Jogo e no Percentual de Erros do Princípio Tático "espaço". Concluiu-se que os treinos foram eficazes, especialmente, no que diz repeito ao aumento do Índice de Performance Tática do Jogo.
The aim of this paper was to assess which tactical behaviors might be modified after 20 training sessions. The sample comprised 18 U-14 youth soccer players. The instrument used to assess the tactical behaviors was FUT-SAT and the training sessions were based on the Teaching Games for Understanding. Significant differences were verified in four variables: the Tactical Principle "defensive unity", the total amount of tactical actions performed, the Tactical Performance Index and the Percentage of Errors in the Tactical Principle "width and length". It was concluded that the training sessions were effective, especially regarding the increase of the Game's Tactical Performance Index.
El objetivo de este trabajo fue evaluar qué comportamientos tácticos se pueden modificar después de 20 sesiones de entrenamiento. La muestra constó de 20 jugadores del U-14. El instrumento usado para evaluación de los comportamientos tácticos fue el FUT-SAT y las sesiones de entrenamiento fueron basadas en el Teaching Games for Understanding. Fueron verificadas diferencias significativas en cuatro variables: el Principio Táctico "unidad defensiva", el total de acciones tácticas realizadas, el Indicador de Desempeño Táctico de Juego y el Porcentual de Errores en el Principio Táctico "espacio". Se concluyó que los entrenamientos fueron eficaces, especialmente en lo que respecta el aumento del Indicador de Desempeño Táctico del Juego.