Teaching Game for Understanding in Physical Education: A Theoretical Framework and Implication

Balakrishnan, M. and Rengasamy, S. and Aman, M.S. (2011) Teaching Game for Understanding in Physical Education: A Theoretical Framework and Implication. ATIKAN, 1 (2). pp. 201-214. ISSN 2088-1290

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Abstract

The primary purpose of the present study was to investigate the effects of Teaching Games for Understanding (TGfU) approach to improve students’ learning outcome of tactical game performance in physical education. By applying the constructivism learning theory, the study wants to investigate whether the students learning outcome in tactical game performance can be improved with the TGfU approach. The participants in this study were 10 years old primary physical education students. The Game Performance Assessment Instrument (GPAI) was used to measure students’ tactical understanding of game performance. The results of the validation studies showed that the instruments developed for the purposes of this project were valid indicators of tactical game performance. The ANCOVA results revealed that there was a significant difference between the students who were exposed to TGfU approach and students with traditional skill approach on the post-test (F [1, 69] = 248.83, p < .05). This result indicated that the experimental group with TGfU approach has significant main effects on student learning outcome compared to the traditional skill approach. The findings of this study showed that constructivism theory improved primary physical education students learning outcome in physical education.

Item Type: Article
Uncontrolled Keywords: Teaching games for understanding; Constructivism; Tactical understanding; Primary physical education
Subjects: G Geography. Anthropology. Recreation > GV Recreation Leisure
L Education > L Education (General)
Divisions: Sports Centre
Depositing User: Ms. Juhaida Abd Rahim
Date Deposited: 23 Oct 2015 05:13
Last Modified: 23 Oct 2015 05:13
URI: http://eprints.um.edu.my/id/eprint/14288

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