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Badminton instructional in Malaysian schools: a comparative analysis of TGfU and SDT pedagogical models

Model based physical education curriculum of Teaching Games for Understanding (TGfU) is still at early stage of implementation in Malaysian schools whereby the technical or skill-led model continues to dominate the physical education curriculum. Implementing TGfU seems to be problematic and untested...

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Autor principal: Nathan, Sanmuga
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer International Publishing 2016
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4967053/
https://www.ncbi.nlm.nih.gov/pubmed/27516953
http://dx.doi.org/10.1186/s40064-016-2872-3
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author Nathan, Sanmuga
author_facet Nathan, Sanmuga
author_sort Nathan, Sanmuga
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description Model based physical education curriculum of Teaching Games for Understanding (TGfU) is still at early stage of implementation in Malaysian schools whereby the technical or skill-led model continues to dominate the physical education curriculum. Implementing TGfU seems to be problematic and untested in this environment. Therefore, this study examined, the effects that a revised model of TGfU compared to Skill Drill Technical (SDT) a technical model had on learning movement skills in Badminton, including returning to base, decision making and skill execution whilst performing in a doubles game play and also explored teachers’ perceptions of navigating between the two models. Participants aged 15.5 ± 1.0 years, N = 32, school Badminton players were randomly selected and assigned equally into groups of TGfU and SDT. Reflective data was gathered from two experienced physical education teachers who were involved in this study. Findings indicated for movement to the base in doubles game play indicated significant improvement, after intervention via TGfU. As for decision-making and skill execution in doubles game play, analysis revealed no significant difference after intervention. Findings from teachers reflection, indicated the importance of mini game play in both TGfU and SDT models, as the students enjoyed, and built up positive attitudes for both winning or losing in game situations. However, when negotiating the TGfU model, the teacher found it difficult at times to execute the pedagogical model, as students needed guidance to discuss aspects related to tactics. However, to keep this pedagogical model viable further research findings ought to be circulated among teachers in Malaysia and similar Southeast Asian counties.
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spelling pubmed-49670532016-08-11 Badminton instructional in Malaysian schools: a comparative analysis of TGfU and SDT pedagogical models Nathan, Sanmuga Springerplus Research Model based physical education curriculum of Teaching Games for Understanding (TGfU) is still at early stage of implementation in Malaysian schools whereby the technical or skill-led model continues to dominate the physical education curriculum. Implementing TGfU seems to be problematic and untested in this environment. Therefore, this study examined, the effects that a revised model of TGfU compared to Skill Drill Technical (SDT) a technical model had on learning movement skills in Badminton, including returning to base, decision making and skill execution whilst performing in a doubles game play and also explored teachers’ perceptions of navigating between the two models. Participants aged 15.5 ± 1.0 years, N = 32, school Badminton players were randomly selected and assigned equally into groups of TGfU and SDT. Reflective data was gathered from two experienced physical education teachers who were involved in this study. Findings indicated for movement to the base in doubles game play indicated significant improvement, after intervention via TGfU. As for decision-making and skill execution in doubles game play, analysis revealed no significant difference after intervention. Findings from teachers reflection, indicated the importance of mini game play in both TGfU and SDT models, as the students enjoyed, and built up positive attitudes for both winning or losing in game situations. However, when negotiating the TGfU model, the teacher found it difficult at times to execute the pedagogical model, as students needed guidance to discuss aspects related to tactics. However, to keep this pedagogical model viable further research findings ought to be circulated among teachers in Malaysia and similar Southeast Asian counties. Springer International Publishing 2016-07-29 /pmc/articles/PMC4967053/ /pubmed/27516953 http://dx.doi.org/10.1186/s40064-016-2872-3 Text en © The Author(s) 2016 Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
spellingShingle Research
Nathan, Sanmuga
Badminton instructional in Malaysian schools: a comparative analysis of TGfU and SDT pedagogical models
title Badminton instructional in Malaysian schools: a comparative analysis of TGfU and SDT pedagogical models
title_full Badminton instructional in Malaysian schools: a comparative analysis of TGfU and SDT pedagogical models
title_fullStr Badminton instructional in Malaysian schools: a comparative analysis of TGfU and SDT pedagogical models
title_full_unstemmed Badminton instructional in Malaysian schools: a comparative analysis of TGfU and SDT pedagogical models
title_short Badminton instructional in Malaysian schools: a comparative analysis of TGfU and SDT pedagogical models
title_sort badminton instructional in malaysian schools: a comparative analysis of tgfu and sdt pedagogical models
topic Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4967053/
https://www.ncbi.nlm.nih.gov/pubmed/27516953
http://dx.doi.org/10.1186/s40064-016-2872-3
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